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Grade 8 ENL- Unit 1 2018-2019?Rationale ?????????????????????????????????????????????????????????????“For me, the person I was becoming when we left was erased, and another one was created.” ~Esmeralda S.Throughout the book When I Was Puerto Rican, Esmeralda Santiago provides the reader with a memoir of her childhood experiences and the titanic journey from the early years of her life in the barrio in Puerto Rico to her family's eventual move to Brooklyn, New York. Esmeralda describes her world, in both its beauty and its sadness, with a clear-eyed evocation of the tastes, smells, and sounds of the Puerto Rican countryside, and the rituals, concerns, and joys of her large, unruly family. As the eldest child, Esmeralda helps raise her siblings while dealing with her father's infidelity and her mother's anger. For all its poverty and privation, however, Esmeralda is comfortable in this environment and knows who she is. But at the age of 13, Esmeralda has to abandon her homeland to move to the unfamiliar, urban world of New York City with her mother and siblings in hopes of attaining a better life. Here, she must remake herself while struggling with a new language, a new culture, and a bewildering new set of rules and expectations. As a result of her unhappiness in this new setting, Esmeralda is ambitious and determined to leave Brooklyn.In When I Was Puerto Rican students will explore the topics of immigration, migration, gender, poverty, the American Dream, discrimination, integration, assimilation and its effects on family, culture, and identity through the various perspectives revealed by Esmeralda’s struggles that she must overcome. Students will also explore the important contemporary issues integral to the political and social development of the United States and Puerto Rico during the 1950’s and "The Great Migration" era that spiked during the 1950s and 1960s. Knowledge of these events will help students understand the colonial nature of the power structure between the United States and its commonwealth, Puerto Rico. Students will ultimately analyze the diverse motives that lead people to abandon their homeland in search of an alternative way of life that borders on escape and the challenges they overcome once in this new land of opportunities. Through a series of tasks based on the actions of Esmeralda and other characters in the book, students will have the opportunity to evaluate and argue a claim regarding the topics of the importance of gender, immigration, assimilation, and identity.Theme: Cultural Identity: Assimilation Vs. IntegrationAnchor Text:When I Was Puerto Rican by Esmeralda SantiagoEssential Question: What is to assimilate? Why do people assimilate?Does one have to assimilate or give up one’s culture in order to be accepted into a new culture?Performance tasks will require students to: Use language objectives such as, but not limited to, adjectives, prepositions, verb tenses, sentence structures, figurative language, sequence, cause and effect, etc.; Identify and analyze characters and their traits within a text;Identify literary elements within a text;Make predictions and personal connections with the text;Cite evidence and develop their ideas in writing with examples from the text;Compare and contrast within the text; Make a claim and support it with evidence. State a position and support it with evidence. Guiding Questions:What is a Memoir? How does it differ from other genres?Which experiences are worth writing about?What is assimilation?What is integration? What is a commonwealth?How can a political affiliation affect the development of a country?How is Esmeralda’s family affected by the American invasion? What is to become an “American”? What is the American dream? Is it always attainable?How can understanding the social, historical, and cultural dimensions in a text help us gain a deeper understanding of the text, author, and the impact of the text on society?Where does our sense of identity come from? Can an identity truly change?Is Esmeralda conflicted about becoming more “American?” What do you think becoming more American means to her?How do challenges lead to new learning?SUMMATIVE ASSESSMENTPlanning with the End in Mind Summative Task“For me, the person I was becoming when we left was erased, and another one was created.” pg. 209 The title of the book, When I Was Puerto Rican suggests that Esmeralda is now something different, that she is no longer Puerto Rican. In a well-developed essay, argue whether or not you must give up your home culture in order to be accepted into a new culture. Be sure to support your analysis with specific examples and evidence from the memoir. 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.8.3 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.W.8.1 Write arguments to support claims with clear reasons and relevant evidenceW.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. W.8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.W.8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.W.8.2e Establish and maintain a formal style.W.8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented. Introduction: Essential Question Instructional QuestionsLearning ActivitiesStandardsWhat is a memoir and how does it differ from other genres?Which experiences are worth writing about?How can we make predictions using the title of the book? What is assimilation? (EQ)Does one have to assimilate or give up one’s culture in order to be accepted into a new culture? (EQ)Whole Group Discussion: SWBAT define the term Assimilation independently. Following, will be a class discussion based on their responses. Finally, students will respond to the EQ (Does one have to assimilate or give up one’s culture in order to be accepted into a new culture?) on a Post-it and place it on chart paper. Anticipatory Guide: SWBAT to agree/disagree with statements that will help them make connections with what they are going to read.Novel Ideas: Anticipatory Activity with the title of the book When I Was Puerto Rican. We think a story called “When I Was Puerto Rican” may be about: Memoir Picture Book: SWBAT experience and analyze the memoir picture book using questions as guides. This activity will provide an opportunity for students to learn the term and introduce specific vocabulary related to the unit.Who is the story about?What is the writer’s purpose? In other words, what does the writer want you to know?How does the writer feel?How does the writer show you his/her emotions? 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.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.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.Supplemental Texts / ResourcesVocabularyElements of memoirs (focuses on a particular time period, event or experience; reveals the writer’s feelings; shows the significance of the time period, event or experience to the author)., predictions, genres, assimilate/assimilation TasksScaffolds / SupportDiscussion QuestionsWhat is to assimilate to a new culture?What are the defining traits of a memoir?What must a memoir have? What can it include?What is the purpose of a memoir?? Journal Quick-Write: Esmeralda Santiago begins her memoir at age four. If you were to write your own memoir… At what age would you begin the narrative? why?What events would you include in it?Elements of memoirsMemoir Picture BookSentence Starters for Journal Quick-Write Questions Paired and group discussions Paired reading Visual Timeline Suggested Close Reading PassageDiscussion QuestionsChapter 1-3: Jíbara, Fighting Naked & Someone Is Coming To Take Your Lap Pg. 5-60OverviewThe first three chapters of When I Was Puerto Rican introduce students to the main character Esmeralda, also known as Negi, and provide a basic understanding of her Puerto Rican countryside, and the rituals, concerns, and most importantly the joys of her large, poor and unruly family. Among the constant arguments and fighting of Esmeralda’s parents, she finds out she has a sister who has recently moved to New York, which lead to them leaving Macún and moving to Santurce, a suburb of San Juan. Once in Santurce, Esmeralda seems to have some trouble being accepted in school with the children laughing at her and calling her "jibara”, something she always wanted to be but her mother opposed. However, despite the birth of her other siblings, the constant arguments of her parents and the living instability, Esmeralda is content and appreciative with what she has.Assessment Task 1In the first chapters of When I Was Puerto Rican, students are introduced to the protagonist Esmeralda, also known as Negi, her mother Ramona, her father Pablo, her siblings and the rituals, concerns, and the joys of being in such a large, poor and unruly family. In a short response, (two paragraphs) describe Esmeralda and her life as a child in Macún, Puerto Rico. Be sure to include:Her character (appearances, attitude/behavior)Her living conditions/neighborhoodThe relationship with her family (parents and siblings)RACE Paragraph Format Complex sentences (using coordinating conjunctions)Descriptive language (character traits, adjectives)Present tense verbsRelevant Textual Evidence Chapter: Jíbara Instructional QuestionsLearning ActivitiesStandardsHow can we use sensory details to describe the setting of a story?How does the setting help us to understand the characters’ traits through their actions and behavior?What are character traits?How do the characters in this book demonstrate their traits?What are nicknames? How are nicknames part of our culture?How can an author’s use of symbolism deepen a reader’s understanding of a text? How can we make personal connections to literature?Close Reading: Students will engage in a close reading experience in Chapter 1, while building understanding of the setting and the characters of the text.Setting: Map Presentation: Setting of the book (Macún, Puerto Rico) also of the students origin.Negi’s House Semantic Flower: SWBAT describe (sensory details) Negi’s house and living condition using a semantic flower: Pg. 8-11What does it look like? What is it made (touch) of? What does it smell like?What sounds does it make?What does it taste like?Think-Pair-Share Activity: In Pg. 13-14, we learned that Negi’s real name is Esmeralda and that Negi is just her nickname. Think and then share your answer with a partner:What is the significance of Esmeralda's nickname, "Negi"?Do you think it’s “ok” to name someone like that?Do you have a nickname? If so, what is it?What does your nickname mean? Who calls you by your nickname?Do you like to be called by your nickname? Why or why not?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.RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.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.SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.Supplemental Texts / ResourcesVocabularyImages of historic Puerto Rico that may enhance your understanding of the book. These images have been selected because of their relevance to Santiago's text. They portray a combination of rural and city life on the island during the 1940s and 1950s. of Puerto Rico íbara, symbolism, setting, characters, traits, textual evidence, describe, sensory details, Sputtered, Rummaged, Moriviví, Quinqué, Litany, Resentment, Indulge, Corrugated, whimpering, socioeconomic statusTasksScaffolds / SupportChapter Focus QuestionsHow would you describe Esmeralda’s home in Macún? What are Negi’s living conditions like?What is the family's socioeconomic status? How is it revealed?What is the significance of a jíbara/o?Text-to-Self-Connection: What are other words for jíbara/o?Why does Mami tell Negi not to be one? What is the significance of Esmeralda's nickname, "Negi"?How does Negi describe her Mami throughout this chapter?How does the author develop and describe the relationship between Negi and her father?How would you describe the relationship between Mami and Papi?How would you describe Esmeralda's relationship with her siblings?What is Negi’s role in her family as the oldest daughter like?What impression are you getting about life in Puerto Rico? Character Analysis Chart: Give at least two traits per character and use evidence from the text to support your responses. What character traits does Negi express?What character traits does Negi’s mother express?What character traits does Negi’s father express? Journal Quick-Write: "I lay on my pillow, whimpering, wondering how the termites knew I'd disobeyed my mother." Jibara, Page 11Think of a moment you have disobeyed your mother/father as Negi did in pg. 9-10: instead of helping her mother with supper, she decided to stay and help her father and later she was covered in termites. What did your mom/dad asked you to do that you didn’t do?Why didn’t you do what they asked?What were the consequences?What did you to resolve it? Chapter Idiomatic Expressions Analysis: Symbolism: As the students read and explore the chapters, they will notice that each chapter idiomatic expression at the beginning symbolizes an event in the chapter. As most of the sayings are familiar to the student, they will know its literal meaning. However, by the end of each chapter, SWBAT analyze and explain in a short response the symbolic meaning of each idiomatic expression at the beginning of many chapters and related to the incidents in the chapter. “Al jíbaro nunca se le quita la mancha del plátano”.“A Jibaro can never wash away the stain of the plantain”. Sentence Starters I think… I believe…In my opinion… Sensory Details Visual AidSight SmellSound Taste Touch Paired and group discussions Map of the World (Focus on Puerto Rico)Adjectives list for character traits (Naive, clueless, confused, talkative, smartmouth, protective, emotional, strict, supportive, responsible, apprehensive, valiant, confident, hesitant, )Language Objective: Present verb tenses (input enhancement) Pictures of termites pg. 10Suggested Close Reading PassageDiscussion QuestionsPg. 13I thought I had no nickname until she told me my name wasn’t Negi but Esmeralda. “You’re named after your father’s sister, who is also your godmother. You know her as Titi Merín.”“Why does everyone call me Negi?”“Because when you were little you were so black, my mother said you were a negrita. And we called you Negrita, and it got shortened to Negi.”… “So Negi means I’m black?”“It’s a sweet name because we love you, Negrita.” She hugged and kissed me.What is the significance of Esmeralda's nickname, "Negi"?What do you think about Negi’s mother reasons for her nickname?Chapter: Fighting NakedInstructional QuestionsLearning ActivitiesStandardsWhat is the point of view of the story and how does the point-of- view affect a story? How does the relationship among parents affect children?What is dignidad?Why is dignidad so important in the Puerto Rican culture?How does behavior relate to culture?How do behaviors differ inside and outside the home?Why are good manners so important outside home?How do people learn to categorize other people?Closed Reading: selected portions from the text with discussion questions (see below)Think-Pair-Share: Students will discuss the point of view from which the story is told by looking for clues that lead them to their response and how it affects the story.What is the point of view of the story? Provide clues from the chaptersHow does the point-of- view affect a story?4-Step Quote Analysis: SWBAT explain the significance of a variety of quotes in chapter 2 Fighting Naked. Who said it?What is happening in the story when the quote is being saidWhat does it reveal about the character, themes, conflict, etc.What does this quote mean TO YOU (make a connection)Behavior Expectations Compare/ Contrast Matrix Chart: SWBAT write the similarities and differences they see between Negi’s behavioral expectations inside the house and in school using Pg. 30-32. (Why is Negi expected to behave a certain way outside home?) 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.8.3: 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.RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.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.RI.8.6: Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.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. Supplemental Texts / ResourcesVocabularyInference vs. Observation teaching inferenceMarianthe’s story: Painted Words and Spoken Memories by Aliki (Picture book of Mari who is able to use her new words to narrate the sequence of paintings she created, and share with her classmates her memories of her homeland and the events that brought her family to their new country.)Dignidad, buenos modales, indulged, shame, sinverguenzas, fuzzy, sullen, brunt, swiftness, público, smirkedTasksScaffolds / Support4-step Quote Analysis“We are moving to the city. Life will be better there”. (pg. 33)What do you think Esmeralda’s mother means when she said this?Do you agree- is life better in the city?What are some advantages/disadvantages of living in the city?Can you make a connection (self, experiences, text, world) to this quote?Chapter Focus QuestionsHow does Mami feel about Macún?What is dignidad? Why must Esmeralda learn dignidad?What is the difference between dignidad for men, women, and children? What does Esmeralda learn at school?How do children interact ?Inference: Why do you think Papi left the house this time?Why did the kids know better than to ask about their father? Or his whereabouts?Why do you think Mami decides to abandon her home and leave?Prediction: Where do you think Mami is heading?Chapter Idiomatic Expressions Analysis: Symbolism: As the students read and explore the chapters, they will notice by the end that each chapter idiomatic expression at the beginning symbolizes an event in the chapter. As most of the sayings are familiar to the student, they will know its literal meaning. However, by the end of each chapter, SWBAT analyze and explain in a short response the symbolic meaning of each idiomatic expression at the beginning of many chapters and related to the incidents in the chapter. “Enamorado hasta de un palo de escoba”.“He falls in love even with broomsticks”.Journal Quick-Write: In this chapter, Esmeralda learns about “dignidad” and “buenos modales” and how she is expected to behave outside her house. How are you expected to behave outside your house?Is it the same or different as inside? How?Sentence frames for the Think- pair-share questions Compare/Contrast Language Similar to, In the same way, Like, BothOn the other hand, In contrastButYetHoweverAlthoughLanguage for Making Inferences:Based on ... I infer that ...I infer that... based on…I anticipate that... After reviewing… I conclude…After carefully examining… I deduce…After considering… I interpret…After contemplating… I speculate...Pg. 33: Pictures of a público carVisual Aid-Quote analysis stepsLanguage Objective: Past Verb TenseSuggested Close Reading PassageDiscussion QuestionsPg. 22“Papi didn’t come home for days. Then one night he appeared, kissed us hello, put on his work clothes, and began hammering on the walls. When he’d finished, he washed his hands and face at the barrel near the back door, sat at the table, and waited for Mami to serve him supper. She banged a plateful of rice and beans in front of him, a fork, a glass of water. He didn’t look at her; she didn’t look at him. While he ate, Mami told us to get ready for bed, and Delsa, Norma, and I scrambled into our hammocks. She nursed Héctor and put him to sleep. Papi’s newspaper rustled, but I didn’t dare poke a head out.”Pg. 28“As he grieved on my shoulder, I wanted nothing more than for Papi to go on losing people he loved so that he’d always turn to me, so that I alone could bring him comfort”.Pg. 29“... that Papi, being a man, was always to blame for whatever unhappiness existed in our house.Men, I was learning, were sinvergu?enzas, which meant they had no shame and indulged in behavior that never failed to surprise women but caused them much suffering. Chief among the sins of men was the other woman, who was always a puta, a whore. My image of these women was fuzzy, since there were none in Macún, where all the females were wives or young girls who would one day be wives. Putas, I guessed, lived in luxury in the city on the money that sinvergu?enzas husbands did not bring home to their long-suffering wives and barefoot children. Putas wore lots of perfume, jewelry, dresses, cut low to show off their breasts, high heels to pump up their calves, and hair spray. All this was paid for with the money that should have gone into repairing the roof or replacing the dry palm fronds enclosing the latrine with corrugated steel sheets. I wanted to see a puta close up, to understand the power she held over a men, to understand the sweet-smelling spell she wore around the husbands, brothers, and sons of the women whose voices cracked with pain, defeat, and simmering anger”.How would you describe Mami and Papi’s relationship based on the new information revealed?How the actions reflect their character traits or how they are feeling?Idiom Alert: “You could cut that tension with a knife.” Students will annotate for the tension on page 22 between Mom and Dad.What does the quote reveal about Negi’s relationship with her father? Describe Negi’s relationship with her Papi by analyzing the quote above.What are Negi’s views towards men now?In what sense is Papi a sinvergu?enza? Inference: Why do you really think Esmeralda wants to see or meet a puta?How are putas viewed in our society?Chapter: Someone Is Coming To Take Your Lap Instructional QuestionsLearning ActivitiesStandardsHow does the setting shape the characters’ actions and attitudes?Why is being “home” so important?Why do authors use figurative language?What are similes? What is personification? Why is the use of figurative language effective for the readers?Why does Santiago decide to include Spanish in her text? How do experiences help a character develop?How does foreshadowing help the reader develop expectations about future events in a story?Closed Reading: selected portions from the text with discussion questions (see below)Homes Compare/ Contrast Matrix Chart: SWBAT write the similarities and differences between Negi’s home in Macu?n with her home in Santurce. Consider the safety, freedom, education, and quality of life each home offers. Introduction to Analyzing Similes: In this chapter, students will be introduced to the use of figurative language, specifically the use of simile, to engage the readers."Mami’s mother had been one of fifteen children, and Mami had endless aunts, uncles, and cousins in the barrios that stretched like tentacles from the wide avenues and shady plazas". Pg. 37Why didn’t the author just write “Mami had a lot of relatives that lived in the barrios of Santurce”? Why is it more effective for the reader to use the simile?Introduction to Analyzing Personification:What is the main reason the author includes personification in the text?Identify what is being personified. Identify the verb/ the action that the non-human thing is doing (dipped, raced, angry downpours, threw)."The sun dipped behind the mountains, leaving flecks of orange, pink…"(pg. 50)"The black clouds raced across the valley, but where she was standing, it was still bright" (pg. 58)."For the rest of the month, the rains came, heavy, angry downpours called vaguadas that soaked into the ground, turning our yard into a slippery, muddy swamp" (pg. 60)."The low-slung clouds threw the valley into twilight, and we had to keep the quinques lit all day so we could find" (pg. 60).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.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.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.SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).W.8.2:Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Supplemental Texts / ResourcesVocabularyA Puerto Rican Christmas article in the 1950s, butted, jukeboxes, guayabera, botánicas, piragueros, aguinaldos, parrandas, ron ca?ita, austere, wroughts, fogón, vaguadas, artesanías, finca, personification, TasksScaffolds / SupportFavorite Expressions: Do?a Lola is a family friend, who is also part of the neighborhood. She usually takes care of the children when Mami is unable to take care of them. Negi’s loved Do?a Lola’s refranes, the saying she comes up with in conversations. Some of her refranes were:“A otro perro con ese hueso” “Del dicho al hecho hay un gran trecho”“Yo conozco al buey que faja y a la víbora que pica” which means “I know the bull that charges and the serpent that stings” What are some of your favorite expressions/refranes? Try to translate them to the English language.Would it be difficult for you to explain these expressions to a non-native speaker of your language? Why?What other information might you need to explain these expressions besides a translation? Chapter Focus QuestionsWhy was Negi singled out in the school in Santurce?What is the effect of repeating “what a jíbara…what a jíbara…what a jíbara?” What does this reveal about the differences in her new setting?Briefly describe a typical Christmas celebration in Puerto Rico using Sensory Details Pg. 40 and Pg. 42Who is Rita? Briefly describe her characterWhy do you think Esmeralda likes Rita?Why did Mami believe Rita was a horrible woman?Is life “better” in Santurce?What does Negi’s discussion of sin with her father say about her family’s religion? Pg. 43-44Why do Mami and Papi reconcile?Why does Mami agree to return to Macún?In what ways is Don Berto’s velorio (wake) similar to a typical American funeral? In what ways is different? Pg. 50-54What is Negi’s definition of a soul? In what way does her definition of a soul differ from Papi’s definition? Pg. 53-54How many siblings does Negi have by the end of the chapter? Who are they? Draw a diagram of Esmeralda’s family.Analyze the following similes in the chapter using the guiding questions:What two things are being compared in the simile?What does the author literally mean?Why does the author include this simile?Pg. 38"Bright dresses and guayaberas in front of a dry-goods store swayed in the breeze like ghosts in daylight".Pg. 49 “His gnarly hands struck out of his shirt like gigantic hairless tarantulas, always moving, always searching for some place to land.”Pg. 52"An echoing hollowness pressed against my ribs and threatened to escape like air from a balloon".Pg. 54 “Clouds had formed above the mountains in streaks, like clumps of dough that had been stretched too thin”.Assessment Task 1In the first chapters of When I Was Puerto Rican, students are introduced to the protagonist Esmeralda, also known as Negi, her mother Ramona, her father Pablo, her siblings and the rituals, concerns, and the joys of being in such a large, poor and unruly family. In a short response, (two paragraphs) describe Esmeralda and her life as a child in Macún, Puerto Rico. Be sure to include:Her character (appearances, attitude/behavior)Her living conditions/neighborhoodThe relationship with her family (parents and siblings)RACE Format Complex sentences (using coordinating conjunctions)Descriptive language (character traits, adjectives)Present tense verbsRelevant Textual Evidence Chapter Idiomatic Expressions Analysis: Symbolism: As the students read and explore the chapters, they will notice by the end that each chapter idiomatic expression at the beginning symbolizes an event in the chapter. As most of the sayings are familiar to the student, they will know its literal meaning. However, by the end of each chapter, SWBAT analyze and explain in a short response the symbolic meaning of each idiomatic expression at the beginning of many chapters and related to the incidents in the chapter. “Erase and start over”.“Borrón y cuenta nueva”.Journal Quick-Write: As we witnessed, Esmeralda moved from a barrio, Macún, to the city, Santurce. However, she didn’t like the city as Mami did and she missed being in the barrio, Macún. Have you moved from one place to another? From where to what place? How similar was the old place to the new one? How different was the old place to the new one?Which place did you like better? Why?Compare/Contrast Language Similar to, In the same way, Like, BothOn the other hand, In contrastButYetHoweverAlthoughPictures of jukeboxes, guayabera, botánicas, piragueros, aguinaldos, parrandas, ron ca?ita, flamboyán trees, Pg. 37: Pictures of Santurce in the 1950sPg. 38: Pictures of Ponce de León’s El DoradoPg. 38: Pictures of Bushwick, Brooklyn Pg. 56: Pictures of John D. Rockefeller/Rockefeller CenterPg. 50: Pictures/video of an American funeralCLOZE ACTIVITY (to check comprehension) Negi lives in ________ with her _________. Negi is the ________ of her siblings. Negi is Esmeralda’s nickname because she is very ______. Esmeralda’s family is very ________ but Negi is happy. Papi is a __________ and Mami leaves with her children to the ________. They come back to Macún and Negi feels ________. Tata is Negi’s _________ and she left to __________.Scaffolds for Assessment Task 1Paragraph 1 (1 or 2 examples)Esmeralda is…She lives with… We know this because the text states…Paragraph 2 (1 or 2 examples)Esmeralda’s relationship with her parents is …However, Esmeralda’s relationship with her siblings is…According to the text…Suggested Close Reading PassageDiscussion QuestionsPg. 38“Whenever Mami was fed up with Macún, or with Papi, she ran away to Santurce, a suburb of San Juan, which, by the early fifties, had become as much a metropolis as the capital, though with little of its cachet. It was a commercial center, with distinctly drawn neighborhoods that separated the rich from the poor. Hospitals, schools, private homes, banks, office buildings, restaurants, and movie theaters butted one against the other in a jumble of color and pattern and noise. Softly rounded rectangular buses chugged up and down the streets, trailing a stream of black smoke that make your eyes water.Mami’s mother had been one of fifteen children, and Mami had endless aunts, uncles, and cousins in the barrios that stretched like tentacles from the wide avenues and shady plazas. By the time we arrived to Santurce from Macún, with our bundles and expectations, my grandmother, Tata, had left for New York to join her sisters in the Bushwick section of Brooklyn, a place said to be as full of promise as Ponce de León’s El Dorado.” Pg. 55-57“Papi said by the time the new baby is born we will have electricity.”“Ah, yes,” Do?a Lola sighed, “electricity. Pretty soon they’ll bring water, too, then they’ll pave the road and bring cars, buses maybe. ah , yes.”“Buses, Do?a Lola?”“Trucks and buses. And then the Americanos will come looking for artesanías.” She spit into the yard and chuckled as if remembering a private joke. “Those Americanos are really something….”“Do you know any?”“Oh , I’ve known a few. Yes. a few. You know, it’s an Americano that owns the finca back there.”“Lalao’s finca?”“Bah! A otro perro con ese hueso. That finca doesn’t belong to Lalao. That man doesn’t own the hole to lay his corpse in.”“But everyone says….”“Del dicho al hecho hay un gran trecho.”“What does that mean?”“It means there’s a long way between what people say and what is. That finca belongs to Rockefela.”“Who’s he?”“An Americano from the Nueva Yores. He’s going to build a hotel back there.” … But in the time I’d lived in Macún I’d never seen an American, nor had I ever heard mention a Rockefela, nor plans for a hotel in what everyone called Lalao’s finca.… “Where are los Nueva Yores?” I asked later as I tore the fish bones out of the soaking salted codfish.“That’s where Tata lives.” Tata was my mother’s mother, who had left Puerto Rico while I was still a toddler. Every so often Mami received a letter from her with money order, or a package with the clothes my cousins in the United States had outgrown. “It’s really called Nueva Yor, but it’s so big and spread out people sometimes call it los Nueva Yores.”“Have you ever been there?”“No, I haven’t…. Maybe someday…” she mused as she set a pot of water to boil on the fire. “Maybe.”Pg. 60“We slept long hours, the rain drumming against the walls, the angry rolls of thunder galloping over our zinc roof. We collected rain in barrels that filled up, topped off, overspilled, and still the vaguadas came like a once-welcome guest that couldn’t stay away, eroding the ground into deep furrows that the summer sun burned into long, dry scars, deep wounds that never healed”.Introduction to Analyzing Similes: "Mami’s mother had been one of fifteen children, and Mami had endless aunts, uncles, and cousins in the barrios that stretched like tentacles from the wide avenues and shady plazas".Why didn’t the author just write “Mami had a lot of relatives that lived in the barrios of Santurce”?Why is it more effective for the reader to use the simile?Inference: Why didn’t Mami liked Macún?Why did Mami want to go to the city?What does Esmeralda mean when she says “ Brooklyn, a place said to be as full of promise as Ponce de León’s El Dorado”? Input Enhancement: Future verb tensesWho is Rockefela (Rockefeller)?Who are the Americanos?How does Mami explain New York to Esmeralda?Is this explanation of New York correct? Why?Foreshadowing: Why do you think Mami answers “maybe” to Esmeralda’s question about New York?Which phrase is an example of personification?What is being personified?Which phrase is an example of simile?What is being compared?How does the author use figurative language to enhance the setting? Answer in at least 3 complete sentences using details from the text.Chapter 4-7: The American Invasion of Macún, Why Women remain Jamona, Mami Gets a Job & El Mangle Pg. 61-151OverviewThroughout Chapters 4-7, Esmeralda is experiencing new concepts, acquiring new responsibilities she needs to fulfill, learning about different roles in society, and as a result of all she’s growing up. As Macún is invaded by the Americans, Esmeralda learns who the Americans are and reasons why they are in Puerto Rico; she experiences the presence of the Americans from the breakfast she receives in school to the language they are learning in Miss Jimenez’s class. As Negi sees herself involved in a conversation of women, she learns about the concept of women who are "jamona," and reasons why they never get married. She’s also left in charge of the chores and of her siblings due to her mother getting a job after the hurricane devastated the barrio. Unable to succeed at her new responsibilities, Esmeralda’s little brother, Raymond, suffers an accident, cutting his foot with the chain of a bicycle. After Raymond’s accident, Mami and Papi’s relationship took a turn for the worse and the arguments increased. As a result, Mami decided to move away and start a new life at El Mangle. Here, Esmeralda had to go to a new school, where she was considered a jibara that fell behind in her work. Her teacher, Sra. Leona, is an old woman who teaches in Spanish because she claims that teaching in English is a bastardization of their mother language and who shows no compassion to Esmeralda while she struggles to keep up with her class. Assessment Task 2“They can’t imagine a better life for themselves, and they’re not willing to let anyone else have it either.”In Puerto Rican culture, men and women are expected to fulfill specific roles in their family and in society. Likewise, Negi’s mother and father have certain responsibilities that directly influence Esmeralda’s way of life along with the other men and women that make up her neighborhood.Yet some women defy these expectations regarding relationships, marriage and occupation that causes Negi to reconsider her future as a se?orita. In three well-developed paragraphs explain the different roles men and women are expected to play in Puerto Rican society, how one of the women defy these expectation, and how the role of gender in this society affects/influences Esmeralda’s thoughts.Be sure to explain:The role of men in Puerto Rican Culture The role of women in Puerto Rican Culture How the role of gender in Puerto Rico influences Esmeralda’s thoughtsRelevant Textual EvidenceRACE Format Chapter: The American Invasion of MacúnInstructional QuestionsLearning ActivitiesStandardsWhat is imperialism?How is life for people living under an imperialistic government?What changes occurred on the island because of American occupation? How were Americans received by Puerto Ricans? How does conflict create tension and interest in a story?What type of conflicts are there in literature?What is Esmeralda's internal conflict?Why is the use of figurative language effective for the readers?Closed Reading: selected portions from the text with discussion questions (see below)Miss Jimenez’s Semantic Flower: SWBAT write about Miss Jimenez’s character using a semantic flower where they describe the following: Physical Characteristics, What she says, What she does. Pg. 63-64Conflict Vignettes: Using small vignettes (scenarios) SWBAT to work in small groups and analyze the conflict in the story using evidence to support their responses. Small Group Discussion: Students will analyze and discuss conflict scenarios with their assigned group.Imperialism Double Entry Journal: SWBAT write about the pros and cons of imperialism and how life is for people living under an imperialistic government (what does it mean for the people involved) after reading a scholarly article. Esmeralda’s Mind Mirror: Esmeralda’s Internal Conflict Thoughts-Confusions-Questions (Include direct quote, original phrase, symbol and image to show Esmeralda’s internal conflict about her identity)What does she think? How does she feel?Is Negi black or white? Is she rural or urban? Is she Puerto Rican or is she American?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.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.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.RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI.8.5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.W.8.4: Produce clear and coherent writing in which the development, organization,and style are appropriate to task, purpose, and audience. Supplemental Texts / ResourcesVocabularyPros & Cons of Imperialism “En mi Viejo San Juan” Rico National Anthem: La Borinquén , invasion, free associate state, handkerchiefs, ornate, bristles, mellaos, solitaria, purgante, concoction, repugnant, trowel, salutation, cocotazos, alcoholado, ceased, conflict, internal conflict, external (Man vs. Self, Man vs. Society, Man vs. Man), vignettesTasksScaffolds / SupportAnalysis of the song “En mi viejo San Juan”: SWBAT analyze how does Noel Estrada use personification to convey his love of his homeland. Short response answer using RACE format in 5-7 complete sentences using details from the text.4-Step Quote Analysis: In Pg. 64, the author says, “There were no fathers. Most of them worked seven days a week, and anyway, children and food were woman’s work.” What does the author mean? What does this say about the role of men and women in Puerto Rican society?What do you think about this? Do you agree or disagree with the author? If, so why?Can you make a connection? Chapter Idiomatic Expressions Analysis: Symbolism: As the students read and explore the chapters, they will notice by the end that each chapter idiomatic expression at the beginning symbolizes an event in the chapter. As most of the sayings are familiar to the student, they will know its literal meaning. However, by the end of each chapter, SWBAT analyze and explain in a short response the symbolic meaning of each idiomatic expression at the beginning of many chapters and related to the incidents in the chapter. “What doesn’t kill you, makes you fat.”“Lo que no mata, engorda.”Chapter Focus Questions:What is the teacher trying to teach the children?Why do the Americans come to Macún?Who are Dick, Jane, and Sally? Are they appropriate models for the children of Macún?What is the function of the community center in Macún? What do the Americans try to teach the women?What are the cultural problems with the charts and information? (Pg. 66-67)How do the American experts treat the women?How do the women treat the experts?How does Mami characterize the United States?How do the people in the community characterize the United States?Why do the children receive free food?What does Ignacio share with Esmeralda about the United States?What is the significance of the elections?What is the relationship between the box of clothes and the free food? How are they different? How are they the same?Why does Esmeralda lie to her mother? p. 83 Journal Quick-Write: YOUR ONE THING(Usually you preface your other journals with background. I’m guessing this has to do more with her conflict with becoming American?)Do you have an internal conflict? What is? When did it start?How do you plan to resolve your conflict? Pg. 72: Pictures of U.S presidentLyrics of Puerto Rico National Anthem: La Borinquén Lyrics of the song “En mi Viejo San Juan”Visual- Aid: Conflict Chart SWBS ChartSomebody… ( a person who wants something)Wanted… (the thing the person needs)But… (The problem that is getting in the way of what the person needs)So…….. (The solution to the problem)Video on the literary element of Conflict FOR CONFLICT from Dick and Jane booksSuggested Close Reading PassageDiscussion QuestionsPg. 72-74“Papi, what’s an imperialist?”He stopped the hammer in midstrike and looked at me. “Where did you hear that word?”“Ignacio Sepúlveda said Eekeh Aysenhouerr is an imperialist.He said all gringos are.”Papi looked around as if someone were hiding behind a bush and listening in. “I don’t want you repeating those words to anybody…” “I know that Papi…I just want to know what it means. Are gringos the same as Americanos?“You should never call an Americano a gringo. It’s a very bad insult. “But why?”“It just is.” It wasn’t like Papi not to give a real answer to my questions. “Besides, el presidente’s name is pronounced Ayk, not Eekeh.” … Puerto Rico was a colony of Spain after Columbus landed here,” he began, like a schoolteacher.“I know that.”“Don’t interrupt.”“Sorry.”“In 1898, los Estados Unidos invaded Puerto Rico, and we became their colony. A lot of Puerto Ricans don’t think that’s right. They call Americanos imperialists, which means they want to change our country and our culture to be like theirs.”“Is that why they teach us English in school, so we can speak like them?”“Yes.”“Well, I’m not going to learn English so I don’t become American.”He chuckled. “Being American is not just a language, Negrita, it’s a lot of other things.”“Like what?”He scratched his head. “Like the food you eat… the music you listen to… the things you believe in.”“Do they believe in God?”“Some of them do.”“Do they believe on phantasms and witches”“Yes, some Americans believe in that.”“Mami doesn’t believe any of that stuff.”“I know. I don’t either.”“Why not?”“I just… I believe in things I can see.”“Why do people call Americanos gringos?”“We call them gringos, they call us spiks.”“What does that mean?”“There are many Puerto Ricans in New York, and when someone asks them a question they say, ‘I don spik inglish’ instead of ‘I don’t speak English.’ They make fun of our accent.”“Americanos talk funny when they speak Spanish.”“Yes, they do. The ones who don’t take the trouble to learn it well.” “That's part of being an imperialist. They expect us to do things their way, even in our country."How does Papi define imperialism to Esmeralda? Is this accurate?Why are the Americans considered imperialists in Puerto Rico? Why do some Puerto Ricans believe America is guilty of imperialism?What does Papi mean when he says"That's part of being an imperialist. They expect us to do things their way, even in our country"? Do you agree or disagree? Why? How would you describe Esmeralda’s knowledge and understanding of the Americanos by this point in the reading?Chapter: Why Women remain JamonaInstructional QuestionsLearning ActivitiesStandardsHow does the theme of a book give a reader a broader understanding of a character’s actions?How are gender norms different for men and women in Puerto Rico?What are the characteristics of growing up? (physical, mental, emotional, social)How are we transformed by our experiences?Videos in Understanding Themes: SWBAT write short responses on the theme of silent videos.Abuela and Abuelo’s Double Entry Journal: SWBAT to contrast Abuela’s and Abuelo’s character in this chapter by describing the following: Pg.91-96Her/his Physical characteristicsWhat she/he says.What she/he does.Closed Reading: selected portions from the text with discussion questions (see below) Small Group Discussion: Students will discuss Esmeralda’s changes towards her father and transforming from a small innocent girl to a young wise lady.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.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.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.RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI.8.5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.W.8.4: Produce clear and coherent writing in which the development, organization,and style are appropriate to task, purpose, and audience. Supplemental Texts / ResourcesVocabularyThemes Padletswritingwithashok.THEMES+-+PADLETJamona, alcapurrias, gender norms, crochet, theme, broader, opulent, embrace, fogón, siesta, quinqués, faucets, rouge, streaked, TasksScaffolds / SupportChapter Focus QuestionExplain Negi’s first lesson about gender norms in Puerto Rican culture. How are gender norms different for men and women in Puerto Rico? What is a jamona? What is the difference between a jamona and a senorita? Is there a male equivalent of a jamona? Why is the word a pejorative one in the Puerto Rican culture? Are there such negative connotations in American culture? Inference: What happens to women who stay jamona?How does Negi herself feel about the possibility of remaining jamona?What is the significance of a large forehead? Pg. 89Why does Negi put her hand in the doorjamb? p. 93 What has Esmeralda learned about the relationships between men and women?How does Esmeralda feel about her father? Why?How would you characterize Esmeralda's relationship with her grandmother?What is significant about the relationship between Esmeralda's grandmother and grandfather?How does this relationship contribute to the role of men and women in Puerto Rican culture?What role does religion play in this chapter in relationship to what Esmeralda learns from her grandmother?Chapter Idiomatic Expressions Analysis: Symbolism: As the students read and explore the chapters, they will notice by the end that each chapter idiomatic expression at the beginning symbolizes an event in the chapter. As most of the sayings are familiar to the student, they will know its literal meaning. However, by the end of each chapter, SWBAT analyze and explain in a short response the symbolic meaning of each idiomatic expression at the beginning of many chapters and related to the incidents in the chapter. “Truth, although severe, is a true friend.”“La verdad, aunque severa, es amiga verdadera.”Journal Quick-Write: Have you heard of the term jamona before? Where?Do you know anyone who is a jamona? Why do they call that person a jamona? Pg. 88: Pictures of AlcapurriasGraphic Organizer of Double Entry JournalVideos in Understanding Themes: Themes PadletsSuggested Close Reading PassageDiscussion QuestionsPg. 90-91“I have to see some people on the way,” he snapped, his back to me. He unhooked his hat from the nail by the door, knelt in front of me, and pushed the hair off my forehead. His eyes had a peculiar expression, as if he were begging. He kissed and hugged me, and in his arms there was a plea. I was confused by the rage that thudded into my stomach like a fist. I was certain that he was not going home to Mami and my sisters and brothers and that somehow I had been used. I didn’t return his embrace. I stood stiff and solid, swallowing the bitter lump that had formed in my throat, and swore to myself I wouldn’t cry, wouldn’t beg him not to go, wouldn’t even miss him when he left. I pulled out of his arms. … I felt his eyes on me and knew he knew I knew. He kissed Abuela’s forehead. “bless me, Mamá,” he said in a near murmur. She touched his shoulder and mumbled softly, “May the Good Lord keep you on your journey, son, and may He watch over you.” She crossed the air I front of him and, without looking back, he left. She watched him go, her head shaking from side as if she felt sorry for him.”Pg. 97"I'd never been to church and had never stopped to classify my thoughts into good ones and bad ones. But when she said that, I knew what she meant and also knew bad thoughts would be the only things on my mind all the way there and back." Pg. 99-100“And I thought about how many nights Mami had left food warning on the ashes of the fogón, how often she’d sat on her rocking chair, nursing a baby, telling us to be still, that Papi would be coming any minute, but in the morning he wasn’t there and hadn’t been. I thought about how she washed and pressed his clothes until they were new-looking and fresh, how he didn’t have to ask where anything was because nothing he ever wore stayed dirty longer than it took Mami to scrub it against the metal ripples of the washboard, to let it dry in the sun so that it smelled like air. I wondered if Mami felt the way I was feeling at this moment on those nights when she slept on their bed alone, the springs creaking as she wrestled with some nightmare, or whether the soft moans I heard coming from their side of the room were stifled sobs, like the ones that now pressed against my throat, so that I had to bury my face in the pillow and cry until my head hurt.”Pg. 104 “It seemed to me then that remaining jamona could not possibly hurt this much. That a woman alone, even if ugly, could not suffer as much as my beautiful mother did. I hated Papi. I sat on my bed in his mother’s house and wished he’d die, but as soon as the thought flashed, I slapped my face for thinking such a thing. I packed my bag and stepped into the room where Mami and Abuela sat. When they looked up at me, it seemed as if we were all thinking the same thing. I would just as soon remain jamona than shed that many tears over a man.”What does Esmeralda’s action’s towards her father show?What does Negi infer about her father’s behavior?How do you know?What does her abuela's orders reveal about Esmeralda’s family beliefs?What has Esmeralda realized?How do you think Esmeralda feels right in that moment?How has Esmeralda’s views towards her father changed?What does Esmeralda mean when she says “I would just as soon remain jamona than shed that many tears over a man”?Why does she feel this way?How has Esmeralda’s experiences transformed her views towards men and women?How does her views contribute to the theme of gender in Puerto Rico?Chapter: Mami Gets a JobInstructional QuestionsLearning ActivitiesStandardsHow can the actions of the characters create the mood in the plot of a story?How are gender norms different for men and women in Puerto Rico?How does the presentation or new information in a text change our opinions about the characters?Why is the use of figurative language effective for the readers?Closed Reading: selected portions from the text with discussion questions (see below) Whole Class Discussion: Students will discuss the elements of the plot of a story. Students will also use Accountable Talk prompts to discuss: How can the actions of the characters create the mood in the plot of a story?Think-Pair-Share/Whole Class Discussion: Students will discuss gender norms difference for men and women in Puerto Rico and the social taboo that Mami is breaking and how it affects her as a character. By the end of the chapter, students will answer the following question as a think pair share activity using evidence from the text: Text to Self - Do you think Mami is a good mother? Why or why not?Introduction to Hyperbole: In this chapter, students will be introduced to the use of hyperbole, another figurative language use by the author to engage the readers.“I was choking with rage.” What does this literally mean? p. 126RL.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.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.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. Supplemental Texts / ResourcesVocabularyVideo of Hurricane Santa Clara of Plotline diagramPlot, hurricane, drafts, ominous, maví, fiambreras, taboo,brassiere, rage, primped, bland acceptance, resentment, gossip, taunts, scanned, horizon, withdrawTasksScaffolds / SupportChapter Focus QuestionDescribe the hurricane.What does the hurricane reveal about the family's neighbors?“And with those words Mami sealed a pact she had designed, written, and signed for me.” (123) How does this contribute to the development of the plot?Describe what Esmeralda literally means by the “pact”.What is Esmeralda's role in the family now that Mami works?How has Negi’s relationship with her siblings changed? Why? p. 125Why did Esmeralda wish she was Jenny?What does Negi mean when she says, “My eyes must have turned the color of lizards that lived inside banana leaves”? p. 126 Hyperbole Alert - “I was choking with rage.” What does this literally mean? p. 126What happens to Raymond? Pg. 128Is Raymond's accident Esmeralda's fault? Why do you think that?What is Papi's role in caring for the family?Text to Self - Do you think Mami is a good mother? Why or why not?Chapter Idiomatic Expressions Analysis: Symbolism: As the students read and explore the chapters, they will notice by the end that each chapter idiomatic expression at the beginning symbolizes an event in the chapter. As most of the sayings are familiar to the student, they will know its literal meaning. However, by the end of each chapter, SWBAT analyze and explain in a short response the symbolic meaning of each idiomatic expression at the beginning of many chapters and related to the incidents in the chapter. “With water to the chin and the tide rising.”“Con el agua al cuello y la marea subiendo.”Journal Quick-Write: Pretend you had a diary, write about how you truly feel about what just happened in Pg. 126-127. Make sure to include descriptive language. Omitted: Pg.115-119Visual Aid: Plot Diagram of the storyVideo of Hurricane Santa Clara Sentence Starters for Think-Pair-ShareI think… I believe…In my opinion… Suggested Close Reading PassageDiscussion QuestionsPg. 122“Mami was one of the first mothers in Macún to have a job outside the house. For extra money women in the barrio took in laundry or ironing or cooking for men with no wives. But Mami left our house every morning, primped and perfumed, for a job in a factory in Toa Baja.The barrio looked at us with new eyes. Gone was the bland acceptance of people minding their own business, replaced by a visible, angry resentment that became gossip, and taunts, and name-calling in the school yard. I got the message that my mother was breaking a taboo I’d never heard about. The women in the neighborhood turned their backs on her when they saw her coming, or, when they talked to her, they scanned the horizon, as if looking at her would infect them with whatever had made her go out and get a job. Only a few of the neighbors stood by Mami- Do?a Ana, whose daughter watched us, Do?a Zena, whose Christian beliefs didn’t allow for envy, and Do?a Lola, who valued everyone equally. Even Tío Candido’s wife, Meri, made us feel as if Mami was a bad woman for leaving us alone.… Papi seemed to have the same opinion about Mami’s job as the neighbors. He looked at her with a puzzled expression, and several times I heard her defend herself: “If it weren’t for the money I bring in, we’d still be living like savages.” He’d withdraw to his hammers and nails, to the mysterious books in his dresser, to the newspapers and magazines he brought home rolled up in his wooden toolbox.”What is the social taboo that Mami is breaking? How do you know? What is significant about Mami's decision to work?What happens to the family when Mami works?Why does Papi seem to have the same opinion as the neighbors about Mami’s job?How are gender norms different for men and women in Puerto Rico?Do you think Mami is a “ bad woman” for leaving them alone?Chapter: El MangleInstructional QuestionsLearning ActivitiesStandardsWhat is mood? How is it used in a text? How does the mood help to better understand a situation?How does the author use mood to build tension?How can the actions of the characters create the mood in the plot of a story?How does the setting shape the characters’ actions and attitudes?How are gender norms different for men and women in Puerto Rico?How does the presentation or new information in a text change our opinions about the characters?Closed Reading: selected portions from the text with discussion questions (see below)El Mangle Semantic Flower: SWBAT describe, using sensory details, Negi’s new living conditions at El Mangle using a semantic flower: Pg. 133-137What does it look like? What is it made (touch) of? What does it smell like?What sounds does it make?What does it taste like?Macún Vs. El Mangle Compare/ Contrast Matrix Chart: SWBAT write the similarities and differences between Macu?n and El Mangle. Consider the safety, freedom, education, and quality of life.Sra. Leona’s characterization: SWBAT write about Sra. Leona’s character where they describe the following:How she looks (Physical Appearances)What she saysWhat she does Think-Pair-Share/Whole Class Discussion: Students will discuss why do we have different expectations of mothers than fathers and gender norms difference for men and women in Puerto Rico. By the end of the chapter, students will answer the following question as a think pair share activity using evidence from the text: Is Papi a good father? Why or Why not? 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.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.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.RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).RI.8.5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.W.8.2:Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Supplemental Texts / ResourcesVocabulary1950s Puerto Rico: PeopleWhat life was like in Puerto Rico in the 1940s and 1950s, especially in the center of the island., mood, sewage, turds, glided, escupidera, stench, brewery, cot, coffin, bastardization, botánica, curandera, cartography, topographer, incandescent, caramelize, bannister, delimitation, boundaryTasksScaffolds / SupportChapter Focus QuestionsWhat does the imagery on page 133 reveal about El Mangle?Why is Esmeralda afraid to use the bathroom?What rules do the children have to follow in El Mangle?How is Esmeralda treated in school?How does the author build tension on page 138? Which words build the tension?How would you describe Sra. Leona?Why doesn't Sra. Leona teach in English?Why does Mami move the family to El Mangle?Why does Esmeralda have to close the dead baby's eyes?What is the significance of the dead baby scene in this chapter?How does the mood on pages 146-147 contribute to the plot?Why does Esmeralda have a confrontation with Sra. Leona?What is the significance of Papi's arrival?p 151 - Discussion: Is Papi a good father? Why or Why not? Teacher pushes back: Why do we have different expectations of mothers than fathers? Mother is tough but loyal and present in Negi’s life. Father is sweet but unreliable and rarely around.Assessment Task 2“They can’t imagine a better life for themselves, and they’re not willing to let anyone else have it either.”In Puerto Rican culture, men and women are expected to fulfill specific roles in their family and in society. Likewise, Negi’s mother and father have certain responsibilities that directly influence Esmeralda’s way of life along with the other men and women that make up her neighborhood.Yet some women defy these expectations regarding relationships, marriage and occupation that causes Negi to reconsider her future as a se?orita. In three well-developed paragraphs explain the different roles men and women are expected to play in Puerto Rican society, how one of the women defy these expectation, and how the role of gender in this society affects/influences Esmeralda’s thoughts.Be sure to explain:The role of men in Puerto Rican Culture The role of women in Puerto Rican Culture How the role of gender in Puerto Rico influences Esmeralda’s thoughtsRelevant Textual EvidenceRACE FormatChapter Idiomatic Expressions Analysis: Symbolism: As the students read and explore the chapters, they will notice by the end that each chapter idiomatic expression at the beginning symbolizes an event in the chapter. As most of the sayings are familiar to the student, they will know its literal meaning. However, by the end of each chapter, SWBAT analyze and explain in a short response the symbolic meaning of each idiomatic expression at the beginning of many chapters and related to the incidents in the chapter. “From Guatemala to guate-worse”“De Guatemala a guata-peor”Journal Quickwrite: Think of a moment in school where you were embarrassed by your teacher in front of your classmate, as Sra. Leona did to Esmeralda. Describe the situationWhy did you feel embarrassed?What did you do to resolve the situation?How did you feel afterwards? Pg. 139- Picture of a botánicaPg. 140- Picture of hummingbird and hibiscus blossoms Map of Puerto Rico: El MangleSentence Starters for Think-Pair-ShareI think… I believe…In my opinion… Sensory Details Visual Aid(Sight, Smell, Sound, Taste, Touch)Visual Aid: Compare/Contrast Language Scaffolds for Assessment Task 2Paragraph 1 (1 or 2 examples)Men are expected to… The role of men in Puerto Rican Culture is to …We know this because the text states…Paragraph 2 (1 or 2 examples)Women are expected to…The role of women in Puerto Rican Culture is to … According to the text…Paragraph 3 (1 or 2 examples)The role of gender in Puerto Rico influences Esmeralda’s thoughts by…Due to this now, Esmeralda is…Based on the text evidence, … Suggested Close Reading PassageDiscussion QuestionsEl Mangle Pg. 133“The barrio floated on a black lagoon. Sewage drifted by in a surprising variety of shapes, sizes, and colors. It was easy to tell what people in El Mangle ate because pieces of food stuck to the turds that glided past. I watched out the window, wondering who each load belonged to, whether what came out from their insides gave a clue to what they looked like.”Pg. 136-137“Her house floated at the end of a narrow pier with one other house. Between them a rowboat floated in the black water, held by a rope knotted around a rusty hook. Do?a Andrea made us stay inside all day because there was no place to play outside. Being cooped up inside all day was boring. In Macún, we could run and climb trees and jump from rock mountains. But in El Mangle, we couldn’t do anything. There wasn’t even school work because Mami wouldn’t sign us up for school until she found a job.… Papi wouldn’t live in such a place because he couldn’t stand strong smells. They made his mouth water, which made him spit. So at home in Macún our latrine was far from the house.But in El Mangle, we couldn’t get away from the stench. The air smelled like the brewery, and the water like human waste. Food didn’t taste good. The smell lived inside us, and even though Mami used a lot of garlic and oregano when she cooked, it didn’t help. I could still taste shit when i ate.”Pg. 140“Even though we could walk to school on our own, we were still not allowed to play outside the house. I did my schoolwork and helped my sisters with theirs. I waited for Mami. I drew pictures of butterflies and flowers, trees on grassy hills, hummingbirds kissing hibiscus blossoms, all the things that didn’t exist in El Mangle. I pasted my pictures on the wall near the cot Delsa and I shared. She liked looking at them too.”Describe El Mangle using Sensory Details What does it look like? What is it made (touch) of? What does it smell like?What sounds does it make?What does it taste like?Chapter 8-10: Letters from New York, Casi Se?orita & Dreams of a Better Life Pg. 152-209OverviewAs the story progresses, Esmeralda's family eventually moves again to another house. This house wasn't the best, it was adjoined to a bar; it wasn't the safest of places. During all of this, Raymond, Esmeralda's little brother, was worsening. The doctors in Puerto Rico couldn't manage to cure his foot, as a result they were considering the possibility of amputating it which led to Mami's departure to New York, leaving Esmeralda under the care of her cousin, Angelina. Esmeralda didn't like this, because her cousins were Evangelicals, and she thought them to be boring. As Mami returns from New York, she picks Esmeralda and takes her to the family’s new house. In the new house, Esmeralda wants to learn new things, such as playing the piano. Papi works in exchange for Esmeralda’s piano lessons with Don Luis, who touches her inappropriately causing Esmeralda to attack him. Mami travels again to New York, but this time leaves the children with Titi Generosa who is easily manipulated. When Mami finally returns from New York, her appearance has changed, she returned with a new hairdo, new clothes and a new sense of confidence. Mami and Papi keep fighting about their relationship and just before Esmeralda’s thirteenth birthday, Esmeralda learns that she will be moving to New York.Assessment Task 3Throughout the story thus far, Esmeralda is exposed to many new and difficult situations she has to overcome as Casi Se?orita. As Esmeralda nears adolescence, her once innocent attitudes toward her family begin to change. Describe how Esmeralda’s attitude has changed from the beginning of the story to now, using textual evidence to support your response. Be sure to reference her words, thoughts and/or actions. Be sure to contrast:Esmeralda’s opinion of her house in Macún and her house in the cityEsmeralda’s attitude toward her mother in the past and in the presentEsmeralda’s attitude toward her father in the past and in the presentRACE Format Relevant Textual Evidence Past/Present Verb TensesSequencing WordsTransitional PhrasesChapter: Letters from New YorkInstructional QuestionsLearning ActivitiesStandardsHow does the constant moving from place to place influence Esmeralda’s character? How has Esmeralda’s views changed from the beginning of the novel?How do monologues give the reader insight into Esmeralda’s true inner thoughts?How are we transformed by our experiences?How might growing up affect your feelings towards others?Closed Reading: selected portions from the text with discussion questions (see below)Gladys & Angie’s Compare/Contrast Matrix Chart: SWBAT write the similarities and differences between the sisters, Gladys & Angie and their relationship towards Esmeralda using the following guide: Pg. 162-3How they look (Physical Appearance)How they actWhat they saidWhole Class Discussion: Introduction to Monologue: Using Esmeralda’s monologue in pg. 167, SWBAT discuss insights of Esmeralda’s true inner thoughts. 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.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.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.8.4: Produce clear and coherent writing in which the development, organization,and style are appropriate to task, purpose, and audience. Supplemental Texts / ResourcesVocabularyBlared, formica, ringed, scrawny, deafening, bolted, obscenities, amputated, penmanship, gut, darting, gaunt, fervor, spoiled, impertinent, brat, sympathy, monologue, scrunched, guiltyTasksScaffolds / SupportLetter/Email Writing to Tata: “My eyes burned, and a trembling pain started in my guts and moved out, like water into an overfilled glass.” SWBAT to write a letter/email to Tata in New York as Esmeralda responding to her and explaining your grievances against her regarding what she says about the letter. Keep in mind she is your grandmother and you need to respect her. Pg. 158Chapter Focus Questions:How would you describe the new house and the new neighborhood?What does this description reveal about their economic status? pg. 155-157Why does Tata’s letter upset Negi? Pg. 158What is the significance of Esmeralda's ironing lesson? Pg. 159-160How does the family celebrate Christmas? Pg. 160-161How does the moving from place to place influence Esmeralda’s character? What makes you think that? Pg.162 Who are Gladys and Angie? What is it about Esmeralda's visit with these girls that makes her angry? There are deeper emotions at work here. What are they?Inference: What can we infer about the financial status of Angelina and Gladys based on the description on page 163?What does the dialogue between Gladys and Esmeralda on page 166- 167 suggest about Esmeralda?Why is Esmeralda so distracted on pages 166-167?What is different about Esmeralda's feelings about "Evangelicals" and "Catholics"?Chapter Idiomatic Expressions Analysis: Symbolism: As the students read and explore the chapters, they will notice by the end that each chapter idiomatic expression at the beginning symbolizes an event in the chapter. As most of the sayings are familiar to the student, they will know its literal meaning. However, by the end of each chapter, SWBAT analyze and explain in a short response the symbolic meaning of each idiomatic expression at the beginning of many chapters and related to the incidents in the chapter. “I ran from thunder and hit lighting.”“Escapé del trueno y di con el relámpago.”Journal Quickwrite: Have your parents or guardians decided to move or leave to another country/city/place and leave you behind? If so,How did you find out?How did you feel when you found out? How did your parents/guardians reacted?Did you feel guilty? Why? Language Support for writing a(n) Letter/Email Starters for questionsI think… I believe…In my opinion… Visual Aid: Compare/Contrast LanguageCause & Effect Language SupportAs of result of…Because…Due to… Suggested Close Reading PassageDiscussion QuestionsPg. 165“So how long will you be in New York?” Tío Lalo asked. Everyone looked at me. Mami wore a frightened expression. “A couple of weeks,” she said.“You’re going to New York?” I couldn’t believe she hadn’t told me. Now I knew why I had to spend time in this quiet, cheerless house. “Your grandmother made an appointment for Raymond to see a specialist. Maybe they can save his foot.” It was an apology, not a reason. “But why didn’t you tell me?” I couldn’t help the whine in my voice, the tightness that closed my throat, making it difficult to speak without pain. “Why can’t I go with you?”“Your Mami can’t afford to take both of you,” Angelina said. “It’s very expensive to go to New York. Besides, we’re so happy to have you. You’ve never been to visit us,” she said, as if it were my fault. “Come on,” Tío Lalo muttered, “don’t make it hard for your Mami.”Mami had never needed anyone to defend her, and all of a sudden it was as if she were the child and I the grown-up who was exacting justification for something that should have been obvious. “I’ll come for you as soon as I get back,” she said. “When?”“A couple of weeks.”“But when? Which day?” I didn’t care if they all thought I was a spoiled, disrespectful, impertinent brat. Mami took in a long, deep breath that doubled the size of her chest and cleared the flush from her cheeks. “Sunday after next.” She was embarrassed by my behavior, but she wasn’t going to do anything about it in front of her uncle.“What time?” I pushed“One-thirty in the afternoon,” she said through her teeth.“Your beans are getting cold,” Angelina murmured, her voice a miaow.I ate the tasteless beans, the sticky rice, the greasy fried chicken. To my right Mami felt tense and tight, but she talked to Angelina and Tío Lalo as if nothing special was happening, as if disappearing into the sky for weeks was something she did all the time, like killing chicken and washing her hair. Across from me, Angie toyed with her food, dispersing it over her plate so that it would look as if she’d eaten it. Gladys munched as slowly and deliberately as a cow, her huge black eyes fixed on me, her lips curled into a slight smile.”Pg. 167: Introduction to Monologue“I had no idea where my sisters and brothers were, who was watching them while Mami took Raymond to New York. I wondered if Papi had to stay home from work. Why couldn’t I stay with him and the kids? After all, I was the oldest.Mami probably didn’t trust me with my sisters and brothers. After Raymond’s accident she never left me alone with them for more than an hour. Maybe she knew his accident was my fault. Mami was probably planning to stay in New York and leave us in Puerto Rico. Maybe she had given us away, the way people who couldn’t take care of their kids did. Maybe she gave me away to Tío Lalo and Angelina because they were so strict. It wasn’t fair. Mami had given me away to Evangelicals who would make me peel potatoes all day long. I scrunched the pillow over my head and let the sobs out. It seemed like more punishment than I deserved for letting Raymond have an accident.”Why does Mami travel to New York?Why was Raymond’s foot appointment an apology and not a reason for Esmeralda?How has the roles of mother-daughter changed in this conversation?What can you infer about Esmeralda’s tone?Why did Mami need someone to “defend” her? From who?Who did Mami need to be “defended” from? Why?Was Raymond’s accident Esmeralda’s fault? Why? How was Mami’s trip to New York a punishment to Esmeralda?Inference: How has this decision to travel changed Esmeralda’s feelings towards her mother?Do you think Esmeralda feels guilty for Mami’s trip?Based on the monologue, how can we tell Esmeralda is growing up?Chapter: Casi Se?oritaInstructional QuestionsLearning ActivitiesStandardsHow has Esmeralda’s views changed from the beginning of the novel?How does the first person point of view give the reader insight into Esmeralda’s true inner thoughts?How are we transformed by our experiences?How might growing up affect your feelings towards others?How has Esmeralda’s attitude changed towards her mother, father, and environment from the beginning of the story to now?How can we tell Esmeralda is growing up?Closed Reading: selected portions from the text with discussion questions (see below)Making Predictions: Using Tension in the Plot: SWBAT make predictions about what might happen next in the story using tiny pressure-filled moments that the author uses to build tension between Don Luis and Negi in the plot in this chapter:“He often commented on the color of a blouse or the cut of a skirt, and once he suggested that next time I wear the same sleeveless scoop-neck dress” (177).“I nudged him, respectfully…he returned his arm to his body…” (178)“He stood up, walked behind me, bent over, and gently pushed my arms close to my ribcage, held them there” (178).Whole Class Discussion: By the end of the chapter, students will discuss how can we tell Esmeralda is growing up and how might her growing up affect her feeling towards others using evidence from the text.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.8.3: 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.RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts..RI.8.6: Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.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.SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Supplemental Texts / ResourcesVocabularyPictures of a Catholic church and Evangelistic churchTrustworthy, engraved, frenzy, affable, cilantro, delirious, ecstatic, euphemism, exuberance, impropriety, ingenuousness, ingratiated, opulent, pubescent, hovered, shiveringTasksScaffolds / SupportMonologue Writing: SWBAT write a monologue as Esmeralda’s character reflecting on her process of growing up, specifically, her concerns, her responsibilities, the roles she has to fulfil, her relationships with boys, and her family relationships. Use the following prompt to start your monologue.“It excited me that being “casi se?orita” meant… Chapter Focus QuestionsWhy do the children attend the Baptist church?Why is Negi unable or unwilling to join Don Joaqui?n’s congregation when they work themselves into a frenzy of repentance and ecstasy? How is this church related to the other two religions introduced in the book?Why is Esmeralda casi se?orita? Pg. 179What happens when Mami returns to New York?Why do Negi and her siblings treat Titi Generosa so poorly? What is their motivation? What do they not understand will happen? Pg. 184 How does first person point of view limit the reader’s understanding of Negi’s family situation on pages 180-185? How does it enhance the story?What evidence is there in this chapter that Negi is impulsive and capable of breaking the rules? Chapter Idiomatic Expressions Analysis: Symbolism: As the students read and explore the chapters, they will notice by the end that each chapter idiomatic expression at the beginning symbolizes an event in the chapter. As most of the sayings are familiar to the student, they will know its literal meaning. However, by the end of each chapter, SWBAT analyze and explain in a short response the symbolic meaning of each idiomatic expression at the beginning of many chapters and related to the incidents in the chapter. “With the music inside.”“Con la música por dentro.”Journal Quickwrite: Think of a moment where you were put in an uncomfortable situation/place.Describe the situationHow did you feel in that moment?What did you do to resolve it? Language Frames: PredictionBased on… I predict…My prediction is…I predict / imagine that… Given …, I hypothesize that … I foresee________ because…I know this, because…This means _____________, because… Accountable Talk for whole class DiscussionI agree with ____ because ____ .I still have questions about ____ . I disagree with that because __.I disagree with the use of that evidence because ____ .Based on my evidence, I think that… & Effect Language SupportAs of result of…Because…Due to… Suggested Close Reading PassageDiscussion QuestionsPg. 177“Until then Mami had used the excuse that I was almost pubescent to warn me against playing with boys, to insist that I do something useful like housework or cooking, and to remind me to sit with my legs together. But now she was using the familiar phrase as a warning to Papi, not to me, as if it were he had to do something about my semistatus. It excited me that being “casi se?orita” meant my piano teacher saw me as more than a gifted student. The next time I went for my lesson I wore the sleeveless scoop-neck dress, which until then had been a favorite only because it kept me cool, and its broad skirt made it possible to sit cross-legged without my panties showing. Pg. 178-179“He hovered above me, his fingers on my elbows as light as flour shivering against mine. I pounded my unease into the keys, hoping the discordance would drive him away, but he held on. His breath fanned my hair as he bent closer. I hunched away from him and saw how the neckline on my dress puffed out for a clear view, to anyone standing above, of the slight mounds, like egg yolks, that had recently begun to ache on my chest. I jumped up and pulled the neckline of the dress up until my fists were against my chin. He stepped back, hands in front of him in a position similar to the one I used to keep Mami from striking me. His eyes were wide, his skin mottled pink and white, his mouth invisible behind his mustache. “Viejo asqueroso!” I screamed in a voice and tone borrowed from my mother. “Filthy old man!”Shame rose from the ground and wrapped me in a hot, turbulent funnel that I wished would lift me out of this room, away from my school principal’s startled blue eyes and quivering, elegant fingers. I shuddered with fear and rage. I felt soiled, as if his gaze had branched my naked chest. He spoke, but I couldn’t make sense of what he said, nor did I stay to listen. I backed out of his house, confused, arms wrapped around myself, head heavy, as if it had grown until I felt I had no body.”Pg. 180-181“I knew that. But it didn’t matter. His pain meant he got to spend more time with Mami than any of us did. He got to travel to New York, a place Mami spoke of with reverence. “You have to be a help to your Mami,” Abuela said. “You’re the oldest. She depends on you.”I caved in to my misery. Mami was leaving, and once more she hadn’t told me, hadn’t included me in her plans. “I don’t like it when she goes away,” I cried into Abuela’s shoulder, the only place where I could express my loneliness, my fears. To have told Mami would have been wrong. She was overwhelmed by what she called “the sacrifices I have to endure for you kids,” and my love, expressed in demands, added a greater burden. I was keenly aware that she wasn’t my mother: I had to share her with Delsa, Norma, Héctor, Alicia, Edna, and Raymond. But it seemed that somehow my share was smaller because I was the oldest, because I was casi se?orita, because I ought to know better.I walked home from Abuela’s house feeling Mami’s absence as if she had already left. By the time I got home, I had wrapped myself in the blank of responsibility she was about to drop on me. It felt heavy, too big for me, yet if I made the wrong move, I was afraid it would tear, exposing the slight, frightened child inside.”What happens when Esmeralda takes piano lessons? Based on pages 177-178, how does the author develop tension in the plot? Make sure to support your answer with at least two details from the text.Describe, using descriptive and vivid language, how Esmeralda feels after the incident with Don Luis.For what reasons does Mami object to Negi’s piano lessons? Is she proven to be right? What does “casi se?orita” mean for Esmeralda? Consider her behavior, her duties, her responsibilities, her posture.What are Esmeralda’s feelings towards her mother and her plans? Inference: Why do you think Abuela’s shoulder was the only place Esmeralda was able to express her loneliness and fears?What does Negi literally mean when she says, “By the time I got home, I had wrapped myself in the blanket of responsibility she was about to drop on me”?Why did the responsibility feel so heavy on Esmeralda?What does Mami mean when she says “the sacrifices I have to endure for you kids”?How can we tell that Esmeralda is growing up?Chapter: Dreams of a Better LifeInstructional QuestionsLearning ActivitiesStandardsHow does the point of view affect the perspective of what is being told? (objective versus subjective)How is love portrayed in the media compared to love in real life?How do Negi’s fantasies about love interfere with her real opportunity for love?How is the gardenia bush symbolic of Negi’s budding womanhood?How has Esmeralda’s attitude change towards her mother, father, and environment from the beginning of the story to now?Novel Ideas: Anticipatory Activity with the title of the chapter Dreams of a Better Life. Pg. 189Triple-Entry Journal: SWBAT write how Esmeralda’s views have changed towards her mother, her father, and the environment she lives in using textual evidence to support their response. How it was before?How it is now?Textual evidence supportClosed Reading: selected portions from the text with discussion questions (see below)Whole Class Discussion: Using Pg. 194-95, SWBAT discuss and compare and contrast the depictions of romantic love Negi sees in the media with her experiences in real life with her parents.Sequencing the events, what came first? Past, Present, future (order of events): At the end of the chapter Esmeralda is informed she is moving to New York, leaving behind her father, some of her siblings, and her Puerto Rico. What has happened? SWBAT Organize what has happened in order of events since Esmeralda was four years old up to this point in the reading. Climax: This chapter forms the Climax or turning point of the story. SWBAT identify the different elements which make this is the climax. (hint. Unexpected happenings)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.8.3: 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.RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.RI.8.6: Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.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.SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.W.8.2:Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Supplemental Texts / ResourcesVocabularySequence of events , subjective, perspective, shuttered, captivated, portrayed, fantasies, gardenia, budding, womanhood, morose, malanga, foreshadowingTasksScaffolds / SupportAssessment Task 3Throughout the story thus far, Esmeralda is exposed to many new and difficult situations she has to overcome as Casi Se?orita. As Esmeralda nears adolescence, her once innocent attitudes toward her family begin to change. In three well-developed paragraphs, describe how Esmeralda’s attitude has changed from the beginning of the story to now, using textual evidence to support your response. Be sure to reference her words, thoughts and/or actions. Be sure to contrast:Esmeralda’s opinion of her house in Macún and her house in the cityEsmeralda’s attitude toward her mother in the past and in the presentEsmeralda’s attitude toward her father in the past and in the presentRACE Format Relevant Textual Evidence Past/Present Verb TensesSequencing WordsTransitional PhrasesChapter Focus Questions How would you describe the new house? What is different compared to the others? Pg. 190-91Which lifestyle, if either, is idealized in the text? Which, if either, is disparaged? Why does Papi spend time in the shack behind the house? What does he do there?Why do you think Mami keeps insisting about Negi being casi se?orita?What is the symbolic significance of the gardenia? Pg. 199What does the author literally mean by, “I wanted nothing more than to be swallowed by the earth in one gulp”? p. 200 How is Esmeralda's thinking about men influenced by her romance novels and radio shows? p. 202 How would you describe Mami and Papi's relationship in this chapter?How is Esmeralda thinking about love influenced by Mami and Papi?Write an objective summary of the paragraph, “I crouched against the wall and watched them injure each other, hurling words that had the same effect as acid on metal…” p. 207 What is this sentence an example of? What does the author literally mean? “She was a stone packed inside a shell that wouldn’t crack.” p. 208 How is New York presented in this chapter?Chapter Idiomatic Expressions Analysis: Symbolism: As the students read and explore the chapters, they will notice by the end that each chapter idiomatic expression at the beginning symbolizes an event in the chapter. As most of the sayings are familiar to the student, they will know its literal meaning. However, by the end of each chapter, SWBAT analyze and explain in a short response the symbolic meaning of each idiomatic expression at the beginning of many chapters and related to the incidents in the chapter. “Goodbye lovely Candelaria, I turn my back to you, I feel not for what I take, but for what I leave behind.”“Adiós Candelaria hermosa, las espaldas te voy dando, no siento lo que me llevo, sino lo que voy dejando.”Journal Quickwrite: Write about a time when you had to move to a new place (it could be a new school, house, state, or country)?How did you feel when you first find out?Why did you felt like that?Were you leaving something behind? If so, who or what? Why was that important?ORIn pg. 204 Esmeralda says “the school library became a refuge from would-be friends, and I sat for hours reading fairy tales, diving into them as into a warm pool that washed away the fear, the sadness, the horror… Do you have a place where you can escape to? If so, what is that place?What do you escape from?How do you feel when you are there? Visual Aid: Compare/Contrast Language structureSequence of events Graphic OrganizerSequence WordsIn the beginning,At first,Then,Later,Lastly,Eventually, Cause & Effect Language SupportAs of result of…Because…Due to… Triple-Entry Journal Graphic Organizer: Evidence Chart for Assessment Task 3Pg. 190: Pictures of Tom and Jerry, El Pato Donald, Mickey Mouse, José Miguel Agrelot, Jacobo Morales Pg. 191: Pictures of Rosicrucian literature and NostradamusPg. 199: Pictures of a gardenia bushPg. 202: Pictures of Jorge NegretePg. 208: Pictures of Fabian and Bobby RydellScaffolds for Assessment Task 3Paragraph 1 (1 or 2 examples)At the beginning of the novel, Esmeralda thought Macún was…But then Esmeralda moved to the city, and she thought …We know this because the text states…..This means…Paragraph 2 (1 or 2 examples)At the beginning of the novel Esmeralda viewed her mother…However, Esmeralda changes her attitude toward her mother. She thinks Mami...According to the text…This means...Paragraph 3 (1 or 2 examples) Also at the beginning of the novel Esmeralda viewed her father…Nevertheless, Esmeralda changes her attitude toward her father later on. She thinks Papi...Based on the text…This means…At first Esmeralda was… then later she is...Suggested Close Reading PassageDiscussion QuestionsPg. 189-190“I stuffed my belongings into a bag, fingers shaking so hard I couldn’t zipper the top. Mami had come back from New York with cropped hair that formed a curly black ring around her face. Her nails were long and painted deep pink. She wore high heels and stockings that shadowed the blue lines on her legs.But besides her appearance, there was something new about her, a feeling I got from the way she talked, the way she moved. She had always carried herself tall, but now there was pride, determination, a confidence in her posture. Even her voice assumed a higher pitch that demanded to be heard. I was puzzled and frightened by this transformation but at the same time enthralled by it. She was more beautiful than before, with eyes that seemed to have darkened as her skin glowed paler. Even Angelina remarked on this. “!Que bonita te ves!” she had exclaimed, and we all had to look and agree that yes, she looked very pretty. On the way to the bus, men stared, whistled, mumbled piropos. Eyes fixed straight ahead, she pretended to ignore the gallantries, but a couple of times her lips curled into a smile. I strolled next to her half proud, half afraid. I had heard men speaking compliments in the direction of women, but I’d never been aware of them going to my mother. Each man who did a double take or pledged to love her forever, to take her home with him, to give his life for her, took her away from me. She had become public property- no longer mother of seven children, but a woman desired by many. I wanted to jump on those men and punch their faces in, to quit the promises and the seductive looks, to chill the heat they gave off, palpable as the clothes I wore. During the entire bus ride I was miserable, wrapped in a rage I couldn’t explain or think away. Mami chatted about New York, my cousins, movies, and tall apartment buildings. But I didn’t listen. I kept replaying the walk to the bus stop, her proud bearing, the men’s stares, their promises, and the nakedness her accessible beauty made me feel.”Pg. 205-06“Next week you will be a teeneyer,” Papi said as we sat on the porch smelling the night air.In the United States, when children reach the age of thirteen, they’re called teeneyers. It comes from the ending of the number in English. Thir-teen. Teen-ayer.I counted in English to myself. “So I will be a teeneyer until I’m twenty?”“That’s right. Soon you’ll be wanting to rock and roll.” He laughed as if he had told a very funny joke. “I don’t like rock and roll,” I protested. “Too noisy. And it’s all in English. I don’t understand the songs.”“Mark my words,” he said. “When you’re a teeneyer it’s like something comes over you. Rock and roll sounds good. Believe me.” He laughed as if I knew what he was talking about. I hadn’t seem him this happy in a long time.“Well, it’s not going to happen to me.” I pouted and ignored his chuckled at my expense.“Just wait,” he said. “Once you’re in New York, you’ll become a regular teeneyer Americana.” “I’m not going to New York.”“Your mother’s talking about moving there.”My stomach felt to my feet. “What?!”“Didn’t you tell them, Monín?” He called into the house, where Mami and the kids watched a program on our very own black-and-white television set. “Tell them what?” She came out to the porch, hands on hips. “That you’re moving to New York.” He didn’t look at her; he just spit out the words like phlegm into the night. “Pablo…,” she said as one might murmur a prayers.“Is it true Mami?” Laughter came from the living room where my sisters and brothers watched Don Cholito’s slapstick.“How can you be so cruel?” She said to Papi. “You know I have no choice.”“You have a choice,” he growled.“Stay here? Put up with your pocaverguenzas?”“I’ve given you a home. I’m not a rich man, but I’ve always had enough to eat.”“Do you consider that enough?” Her voice was tense and rising in pitch.“I don’t know what you want from me, Monín. I just don’t know.”“I’ve lived with you for fourteen years. We have seven children together. You won’t marry me. You won’t leave me alone.”Pg. 208-209“I didn’t seem possible that he was a good man when he wasn’t fighting for her or for us. He was letting us go to New York as if it no longer mattered where we were, as if the many leavings and reconciliations had exhausted him, had burned out whatever spark made him search for us in swamps and fetid lagoons.“No, I’ll never go there,” he said when I asked, and a wound opened in my heart that I was certain would never heal. He brought magazines with pictures of Fabian and Bobby Rydell and encouraged me to accept what was coming with no questions, no backward glances. As if these teenage idols could ever take the place he was so willingly giving up. … I kept expecting him to change his mind, to get down on his knees and beg Mami not to leave. But he didn’t. When it was time to go, he kissed us good-bye, held us for a long time. I grasped his neck and pressed myself against his chest, smelled the minty fragrance of his aftershave, tickled my fingers through hi skinky hair. Behind me Mami gathered Edna and Raymond, her eyes focused on the door to the tarmac, her mouth set in a solid line. I didn’t want to give up either one of them. But it felt as if I were losing them both. Papi pushed me away, kissed both of my cheeks, and brushed the hair from my eyes.“Write to me,” he said. “Don’t forget.”What happens when Mami returns?What is Mami's new look?How does Negi feels about Mami’s new look? Why?What does Negi means when she says “... and the nakedness her accessible beauty made me feel”?How has Negi’s views towards her mother changed? Provide evidence for your responseForeshadowing: How does the sentence “Just wait, he said. “Once you’re in New York, you’ll become a regular teenager Americana” contribute to the climax of the plot? How do you know? p. 206 How do you think Negi feels when she says “My stomach fell to my feet”?How would you feel in that moment?Do you agree with Papi when he tells mami “you have a choice”? Does she?Why is marriage so important for Mami?Why did Negi expect her father to change his mind and not her mother to change hers?Why did Negi felt as if she was losing both of her parents? How has Negi’s views towards her father changed by the end of the chapter? Provide textual evidence as supportChapter 11- 13: Angels on the ceiling, You don’t want to know, A shot at it & Epilogue: One of these days Pg. 210-270OverviewSensing her life is about to radically change, Esmeralda travels to Brooklyn, New York with her mother and siblings. As she is matriculated in school, she’s held a grade back because of her English. Esmeralda objects, and the principal agrees to let her stay in eighth grade for six months. Throughout the course of living in Brooklyn, Mami begins falling in love with Francisco and then gets pregnant with Francisco’s son. Later on, Francisco is diagnosed with cancer and dies. As she learns English, Esmeralda has taken the responsibility to translate for Mami whenever she has to apply for public assistance or Welfare. Esmeralda fears that she’ll translate something wrong and their request will be denied. Esmeralda also finds herself translating for other people who lied to receive assistance and she feels offended by these people. During a fight with her mother, Esmeralda reveals she hates America. Esmeralda hates her life in New York and misses the nature of Puerto Rico. She hates that there is so much crime and that all the children are kept cooped up inside most of the time. Eventually gaining some help from a school counselor, Esmeralda is admitted into the school for performing arts where she seeks the opportunity to leave Brooklyn behind. Summative Task “For me, the person I was becoming when we left was erased, and another one was created.” pg. 209 The title of the book, When I Was Puerto Rican suggests that Esmeralda is now something different, that she is no longer Puerto Rican. In a well-developed essay, argue whether or not you must give up your home culture in order to be accepted into a new culture. Be sure to include:Argue a claim about whether or not you must give up your home culture in order to be accepted into a new cultureCharacterize Esmeralda’s identity at the end of the bookEvaluate how Esmeralda react to the American and Puerto Rican culture at the end of the book RACE Format Relevant Textual EvidenceArgumentative languageDescriptive language Present/Past tense Chapter: Angels on the ceilingInstructional QuestionsLearning ActivitiesStandardsWhy did Esmeralda and her family come to the United States?What is the American Dream?Is the American Dream always attainable for all immigrants?What information does the setting mainly suggest about Negi’s experience with diversity in America?Academic/Social/Ethic Groups Compare/ Contrast Matrix Chart: SWBAT discuss, write, and make a connection between the similarities and differences of the groups of students they see in their school. Then, they will compare/contrast with Esmeralda’s school groups that appeared in the reading. Pg. 229-30Closed Reading: selected portions from the text with discussion questions (see below)Miss Brown’s Semantic Flower: SWBAT write about Miss Brown’s character using a semantic flower where they describe the following: Physical Characteristics, Actions and Students. Pg. 228-230Whole Class Discussion: By the end of the chapter, SWBAT analyze and discuss the symbolism of Marilyn Monroe in American culture and how Negi’s perspective on gender and sexuality changes.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.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.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.SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Supplemental Texts / ResourcesVocabulary“Puerto Rican Migrants Jam New York” (Article)Which diction conveys the author’s tone in the article? Circle all of them in paragraphs 1-4.How do the pictures clarify the author’s attitude towards Puerto Ricans? Which ones specifically convey that?How does the tone help the reader understand the author’s perspective in the article?“There Are No Cats in America and the Streets Are Paved with Cheese” (Video) video clip from An American Tail: Fievel Goes West: “There Are No Cats in America and the Streets Are Paved with Cheese”How does the clip of these mice immigrants capture the feeling of immigrants moving to America? What do the cats symbolize? What does the cheese symbolize?Why do immigrants idealize their new life in America?Is it true? Is everything better in America?Stewardesses, American Dream, attainable, immigrants, charamambiche, marketa, kosher, diversity, ethic, social, academic groups, lanlorTasksScaffolds / SupportEsmeralda’s Changes Double-Entry Journal: SWBAT use the double-entry journal to keep track of examples of the changes they see in Esmeralda’s character once in Brooklyn and how she characterized herself. On the left-hand section of the journal is for generalization and the right-hand section is for providing specific evidence that supports the generalization. This journal would be used throughout the end of the book, which will help with the summative task. Schools Compare/ Contrast Matrix Chart: "The American Invasion of Macún" (pgs. 63-83) and "Angels on the Ceiling" (pgs. 213-240) offer brief insights into the Puerto Rican and American classrooms. SWBAT discuss and write the similarities and differences of what is being taught and how. What are the defining characteristics of the Puerto Rican and American educational systems? What were the defining pedagogical methods used in the 1950s and 1960s? How are these methods evident in the text? What are the methods used by each teacher? What are the children learning? Why?Chapter Focus QuestionsWhat is New York like?What did Negi expect to see in the US? Pg. 217-218On page 217, what does Mami mean by “That’s because the streets are not paved with gold, like she thought…”? What were Negi’s expectations before moving to America? Were her expectations met? Make sure to use the phrase “American Dream” in your response.On page 218, the author uses words such as “dark”, “forbidding”, “battered”, and “cold” to describe Negi’s surroundings. How does this contribute to Negi’s perspective on America? How does her experience differ from her expectations?Describe Tata (Use descriptive and vivid language). Pg. 219-220How is her encounter with Mr. Grant representative of her changed circumstances? What is the significance of the class that Esmeralda is placed in?What does her objective description of the racial groups in her school reveal about her character? Pg. 229-230 Why does Negi feel isolated in her new school?Chapter Idiomatic Expressions Analysis: Symbolism: As the students read and explore the chapters, they will notice by the end that each chapter idiomatic expression at the beginning symbolizes an event in the chapter. As most of the sayings are familiar to the student, they will know its literal meaning. However, by the end of each chapter, SWBAT analyze and explain in a short response the symbolic meaning of each idiomatic expression at the beginning of many chapters and related to the incidents in the chapter. “That’s where the sow’s tail curled.”“Ahí fue donde la puerca entorchó el rabo.”Journal Quickwrite: Describe your experience when you first got to the United States using sensory details. When did you come? How did it feel? (date, season, wheater)How did it looked?How did it smelled?What did you hear?How did it tasted?ORHave you ever had to leave behind someone or something that you loved?What happened? How did that experience make you feel?Pg. 213: Pictures of stewardessesPg. 224: Pictures of Graham Avenue, Williamsburg in the 1960sPg. 238: Pictures of Marilyn MonroeVisual Aid:Compare/Contrast Language structureMap of the United States“News of Marilyn Monroe’s Death” (Video) American Dream - is a national belief/myth of the United States, based on a set of ideals (democracy, rights, liberty, opportunity, and equality), in which freedom includes the opportunity for prosperity and success, and upward social mobility for families, achieved through hard work in a society with few barriers.Suggested Close Reading PassageDiscussion QuestionsPg. 221-222“It was six in the morning of my first day in Brooklyn. Our apartment, on the second floor, was the fanciest place I’d ever lived in. The stairs coming up from Tata’s room on the first floor were marble, with a landing in between, and a colored glass window with bunches of grapes and twirling vines.… The main room of our apartment was large and sunny and decorated with more braided molding. The whole apartment was painted pale yellow, except for the ceilings, which were smoky gray. The floor was covered with a flat rug whose fringes had worn away into frayed edges where they met the wood floor. A fireplace had been blocked up with a metal sheet. … There was nothing to do, nowhere to go, no one to talk to. The apartment was stifling. Inside the closed rooms, the air was still. Not even dust motes in the sunlight. Outside the windows, a steady roar was interrupted by sharp sirens or the insistent crash and clang of garbage cans, the whining motors of cars, and the faint sound of babies crying.”Pg. 225“In Puerto Rico the only foreigners I’d been aware of were Americanos. In two days in Brooklyn I had already encountered Jewish people, and now Italians. There was another group of people Mami had pointed out to me. Morenos. But they weren’t foreigners, because they were American. They were black, but they didn’t look like Puerto Rican negros. They dressed like Americanos but walked with a jaunty hop that made them look as if they were dancing down the street, only their hips were not as loose as Puerto Rican men’s were. According to Mami, they too lived in their own neighborhoods, frequented their own restaurants, and didn’t like Puerto Ricans. “How come?” I wondered, since in Puerto Rico, all of the people I’d ever met were either black or hada black relative somewhere in their family. I would have thought morenos would like us, since so many of us looked like them. “They think we’re taking their jobs.”“Are we?”“There’s enough work in the United States for everybody,” Mami said, “but some people think some work is beneath them. Me, if I have to crawl on all fours to earn a living, I’ll do it. I’m not proud that way.”I couldn’t imagine what kind of work required crawling on all fours, although I remembered Mami scrubbing the floor that way, so that it seemed she was talking about housework. Although, according to her, she wouldn’t be too proud to clean other people’s houses, I hoped she wouldn’t have to do it. It would be too embarrassing to come all the way from Puerto Rico so she could be somebody’s maid.”Pg. 239“That summer, Marilyn Monroe killed herself.I listened to the radio anecdotes about Marilyn and watched the activity across the street and down the block, where someone had opened a hydrant and children squealed in and out of the rushing water. No matter how hot it got, Mami wouldn’t allow us to cool off in the hydrant with the neighborhood kids, whom she considered a bad influence. … Men only want one thing, I’d been told. A female’s gaze was enough to send them groping for their huevos. That was why Marilyn Monroe always looked at the camera and smiled. Men only want one thing, and until then, I thought it was up to me to give it up. But that’s not the way it was. A little girl leaning out a window watching the world fulfilled the promises Marilyn Monroe made with her eyes. I who had promised nothing, who knew even less, whose body was as confusing as the rock and roll lyrics accompanying the trucker’s hand pumping up and down to words yelled, not sung.”How would you characterize Brooklyn as compared to Puerto Rico?In what ways is life different for Esmeralda? In what ways is life the same?Does the family have a better life in Brooklyn? Why or why not?What information does the setting mainly suggest about Negi’s experience with diversity in America?Why does she feel that “it would be too embarrassing to come all the way from Puerto Rico so she could be somebody’s maid”?What are Negi’s expectations?Why did Esmeralda and her family come to the United States?What role does Marilyn Monroe's death play in this chapter?Esmeralda mentions Marilyn Monroe’s suicide and the truck driver outside of her apartment. What is she trying to convey to the reader about her changing perspective on her gender and sexuality? Pg. 239-240Chapter: You don’t want to knowInstructional QuestionsLearning ActivitiesStandardsHow can inferring the tone in an informational text helps readers understand the author’s perspective?Is the American Dream always attainable for all immigrants?What is Mami’s understanding of the American Dream?Does Esmeralda agree with Mami’s understanding of the American Dream? How can we compare and contrast themes in two different texts?Closed Reading: selected portions from the text with discussion questions (see below)Esmeralda’s Changes Double-Entry Journal: SWBAT use the double-entry journal to keep track of examples of the changes they see in Esmeralda’s character once in Brooklyn and how she characterized herself. On the left-hand section of the journal is for generalization and the right-hand section is for providing specific evidence that supports the generalization. This journal would be used throughout the end of the book, which will help with the summative task.Whole Class Discussion: By the end of the chapter, SWBAT watch, analyze and discuss the clip from West Side Story, America, on how the two authors convey the theme of the American Dream in each text.Small Group Discussion: SWBAT read and analyze the lyrics of “America” from West Side Story to compare and contrast how the main characters, Bernardo and Anita, symbolizes the Puerto Rican attitudes about immigration to NY. 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.8.3: 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.RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.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.SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Supplemental Texts / ResourcesVocabulary“America” (Video)“America” (Lyrics) the clip from West Side Story, how are Bernardo and Anita symbolic of the comparing/ contrasting Puerto Rican attitudes about immigration to NY?Compare how the two authors, Esmeralda Santiago and Arthur Laurents, convey the theme of the American Dream in each text.Bosso, American dream, welfare office, West Side Story, convey, theme, martyrlike, El Diario, turf, bodegaTasksScaffolds / SupportPost Card/Letter writing: In page 244-245, Esmeralda writes to her father and later on learns he has another family he has not told her about. SWBAT assume the role of a character and analyze the event in the story through the lens of that character by writing a Post Card/Letter and sketching a scene corresponding to the message they have written. The message/post-card can be written from different perspectives:From Papi to Esmeralda explaining the circumstances about his new familyFrom Esmeralda to Papi explaining how she feels about his betrayal as a fatherFrom Papi to Mami accusing her of turning the children against himFrom Mami to Papi clarifying what really happen and who told EsmeraldaMind Mirror: At the end of the chapter, Esmeralda experiences many thought, concerns, and confusions. From her mother’s new love and his deadly disease, her father’s betrayal, her doubts about the good life somewhere down the road, to her responsibilities to translate at the welfare office. SWBAT produce a poster based on this chapter reading where they interpret Esmeralda’s thought and confusions using two images, two symbols, two quotes, and two original phrases that your group created. The poster needs to be in four colors. Each teammate will use only one color. Chapter Focus QuestionsHow would you characterize Mami and her search for love?How would you characterize the lifestyle the children lead in Brooklyn?How does their "new" life compare to life in Puerto Rico?How does Esmeralda feel about Puerto Rico? Brooklyn? Manhattan?Discuss the ways Negi’s relationship with Papi changes after the family relocates to New York City.What responsibilities, if any, has Esmeralda acquired?What do you think Esmeralda believes you "don't want to know"?How can we tell Esmeralda is changing?How can we tell Esmeralda is growing up?Discuss incidents from the story to illustrate Negi’s courage, intelligence, and sensitivity.Chapter Idiomatic Expressions Analysis: Symbolism: As the students read and explore the chapters, they will notice by the end that each chapter idiomatic expression at the beginning symbolizes an event in the chapter. As most of the sayings are familiar to the student, they will know its literal meaning. However, by the end of each chapter, SWBAT analyze and explain in a short response the symbolic meaning of each idiomatic expression at the beginning of many chapters and related to the incidents in the chapter. “Tell me who you walk with, and I’ll tell you who you are.”“Dime con quién andas, y te diré quién eres.”Journal Quickwrite: “I knew I wasn’t a child anymore when…” Language Support for writing a(n) Letter/Email Starters for questionsI think… I believe…In my opinion… Pictures of project buildings in 1960spictures of brooklyn in 1960sCrimes news 1960s Close Reading PassageDiscussion QuestionsPg. 244-245“I had corresponded with Papi for the first few weeks after our arrival in Brooklyn. I described our apartments, la marketa, the Jewish people, the Italian girls, and the books I was reading. He wrote back with remembrance from Abuela and newspaper clippings. But when my sisters and brother came, they brought stories with them that he hadn’t included in his letters.Papi, Delsa said, had married shortly after Mami left with me, Edna, and Raymond. He had scattered Delsa, Norma, Héctor, and Alicia among relatives, hadn’t visited them regularly, and hadn’t seemed to care what happened to them. He had, in fact, seemed relieved to be rid of them so that he could start his new life, just as we were starting ours.I asked Mami about this. She said that yes, Papi had another wife, and there was no chance we would ever live with him again. I wrote him a letter asking why he hadn’t told me, and I told him that from now on he was as good as dead to me. He wrote to Mami accusing her of turning his children against him. Mami yelled at me for lying to Papi about what she said about him. It was all mixed up. Mami blamed me. Papi blamed Mami. I blamed Papi. But none of us said we were sorry.”Pg. 246-247“... but even though she was proud of her work, she didn’t want us to follow her footsteps.“I’m not working this hard so that you kids can end up working in factories all your lives. You study, get good grades, and graduate from high school so that you can have a profession, not just a job.”She never asked to see our homework, but when we brought home report cards, she demanded that we read her the grades and then translate the teachers’ comments so that she would know exactly how we were doing in school. When the reports were good, she beamed as if she herself had earned the good marks. “That’s what you have to do in this country,” she’d say.“Anyone willing to work hard can get ahead.”We believed her and tried to please her as best we could. Since we’d come to Brooklyn, her world had become full of new possibilities, and I tried very hard to share her excitement about the good life we were to have somewhere down the road. But more and more I suspected Mami’s optimism was a front. No one, I thought, could get beat down so many times and still come up smiling. Sometimes I lay in bed, in the unheated rooms full of beds and clothes and the rustle of sleeping bodies, terrified that what lay around the corner was no better than what we’d left behind, that being in Brooklyn was not a new life but a continuation of the old one. That everything had changed, but nothing had changed, that whatever Mami had been looking for when she brought us to Brooklyn was not there, just as it wasn’t in Puerto Rico.” Pg. 249-250“Tomorrow,” Mami said, “you’re not going to school. I need you to come with me to the welfare office.”When Mami was laid off, we had to go on welfare. She took me with her because she needed someone to translate. Six month after we landed in Brooklyn, I spoke English to explain the situation. “My mother she no spik inglish. My mother she look for work evree day, and nothin. My mother say she don’t want her children to suffer. My mother she say she want to work bot she lay off. My mother she only need help a leetle while.”I was always afraid that if I said something wrong, if I mispronounced a word or used the wrong tense, the social workers would say no , and we might be evicted from our apartment, or the electricity would be shut off, or we’d freeze to death because Mami couldn’t pay for heating fuel.… Often I would be asked to translate for other women at the welfare office, since Mami told everyone I spoke good English. Their stories were no different from Mami’s. They needed just a little help until they find a job again. Every once in a while I could tell that the people I translated for were lying.Women with accents that weren’t Puerto Rican claimed they were so that they could reap the benefits of American citizenship. A woman I was translating for once said, “These gringos don’t know the difference anyways. To them we’re all spiks.” I didn’t know what to do. To tell the interviewer that I knew the woman was lying seemed worse than translating what the woman said as accurately as I could and letting the interviewer figure it out. But I worried that if people from other countries passed as Puerto Ricans in order to cheat the government, it reflected badly on us.”Pg. 251-252“You know I don’t want you out after dark. The streets are dangerous. What if something were to happen?”“Nothing happened…”“Don’t you talk back!”My knees shook. What if Mami knew that I hitched my skirt up so I wouldn’t look so dumb? What if she knew that I sometimes wore eye makeup and washed it off before I came home? What if some nosy neighbor had told her that a boy had once walked me halfway home from the library?“You think just because you can speak a little English you can do anything you like!”“That’s not true.”She came at me, her hands raised, ready to strike. My books dropped to the floor, and before I knew it I was holding on to her hands, gripping the wrists tight. I didn’t know I was that strong, and Mami was surprised too, because she backed off, her face startled. “Hit me, go ahead. You can kill me if that makes you feel better,” I screamed loud enough for the world to hear. I stood in front of her, shaking all over, hands at my sides, martyrlike, fully aware of the dramatic moment that might backfire but willing to take the chance. “What?” she croaked and then came at me again. I didn’t move. She stopped just short of a blow. I kept my eyes on hers. She must have seen the fear in them, and the defiance. “Get out of my sight,” she snarled, and Tata grabbed me and dragged me into the kitchen.Mami and I didn’t speak for days. But she never, ever, hit me again.”What does Esmeralda learn about her father? How does this change her opinion of him?Post Card/Letter writing: See task aboveAccording to Mami, what is the difference between a profession and a job? What are her hopes for her children?Mami says, “Anyone willing to work hard can get ahead.” This is the American dream. Do you agree with this statement? Why or why not?Compare/contrast Mami and Negi’s idea of the American Dream on pages 246-247. Provide at least two pieces of evidence to support your answer.What role does Esmeralda play in the community as someone who is able to translate at the welfare office?The scenes in which Negi translates for her mother and other Hispanic women in the welfare office are suggestive of tensions within the city culture. How can we deduce Mami’s feelings from Esmeralda’s description? How does Negi feel about the women who pretend to be Puerto Rican so that they can collect welfare? Why does Esmeralda agree to translate their lies?What do you think worries Mami?Why does Mami feels threatened by Esmeralda’s English?How can we tell that Esmeralda is changing?How can we tell that Esmeralda is growing up?Chapter: A shot at it Instructional QuestionsLearning ActivitiesStandardsHow Esmeralda’s family story of immigration related to the larger narrative of immigration in the United States? How does language influences and affects one’s culture?Is Esmeralda americanized because she speaks Spanglish?Why is Esmeralda so driven to leave Brooklyn?What challenges does Esmeralda face as a recent immigrant? Closed Reading: selected portions from the text with discussion questions (see below)Think-Pair-Share Activity: In the last chapter we learned that with the help of her counselor and teachers, Esmeralda gets an audition to perform at The Performance Arts High School. However has an immigrant we know she faces many challenges. Think and then share your answer with a partner: What challenges does Esmeralda face as a recent immigrant? Esmeralda’s Changes Double-Entry Journal: SWBAT use the double-entry journal to keep track of examples of the changes they see in Esmeralda’s character once in Brooklyn and how she characterized herself. On the left-hand section of the journal is for generalization and the right-hand section is for providing specific evidence that supports the generalization. This journal would be used throughout the end of the book, which will help with the summative task.Whole Class Discussion: By the end of the chapter, SWBAT analyze and discuss ways in which Esmeralda is assimilating, if any, to the new American culture by providing textual evidence. 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.8.3: 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.RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.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.SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Supplemental Texts / ResourcesVocabularyThe Performance Arts High School counsellor, americanized, Spanglish, mesmerized, impeccably, petrified, curtsyTasksScaffolds / SupportChapter Focus QuestionsWhy do the teachers help Esmeralda?When Esmeralda meets with Mr. Barone, she tells him that she wants to be a model. Does she mean it literally? What does that tell us about her aspirations? Pg. 259What schools do they suggest? What is the significance of these schools?What does studying at an elite school like New York City's School for the Performing Arts promise to Esmeralda?What does Esmeralda miss about her previous home?What is the significance of the monologue Mr. Barone chooses for Esmeralda?What happens during the audition?Why do the judges give her another chance?What is the difference between the monologue and the pantomime auditions?Why does Esmeralda want to perform well? On p. 263 and 264, Esmeralda told us how nervous she was at the audition. Identify the phrases that she used to describe her inner thoughts and her outward appearance.What does she think she'll earn if she attends the new school?Chapter Idiomatic Expressions Analysis: Symbolism: As the students read and explore the chapters, they will notice by the end that each chapter idiomatic expression at the beginning symbolizes an event in the chapter. As most of the sayings are familiar to the student, they will know its literal meaning. However, by the end of each chapter, SWBAT analyze and explain in a short response the symbolic meaning of each idiomatic expression at the beginning of many chapters and related to the incidents in the chapter. “I recognize you salted codfish, even if you’re in disguise.”“Te conozco bacalao, aunque vengas disfrazao.”Journal Quickwrite: In Pg. 266, Esmeralda says “I had failed the audition and would never, ever get out of Brooklyn.” Why does Esmeralda feel this way? Can you relate to this sentiment? Have you ever been in a position like this? When? Pg. 257: Pictures of Ellery street Brooklyn 1960sPg. 257: Pictures of P.S. 33 in BrooklynSuggested Close Reading PassageDiscussion QuestionsPg. 258“On the way home, I walked with another new ninth grader, Yolanda. She had been in New York for three years but knew as little English as I did. We spoke in Spanglish, a combination of English and Spanish in which we hopped from one language to the other depending on which word came first. “Te preguntó el Mr. Barone, you know, lo que querías hacer when you grow up?” I asked.“Sí, pero, I didn’t know. Y tú?”“Yo tampoco. He said, que I like to help people. Pero, you know, a mí no me gusta mucho la gente.” When she heard me say I didn’t like people much, Yolanda looked at me from the corner of her eye, waiting to become the exception. By the time I said it, she had dashed up the stairs of her building. She didn’t wave as she ducked in, and the next day she wasn’t friendly. I walked around the rest of the day in embarrassed isolation, knowing that somehow I had given myself away to the only friend I’d made at Junior High School 33. I had to either take back my words or live with the consequences of stating what was becoming the truth. I’d never said that to anyone, not even to myself. It was an added weight, but I wasn’t about to trade it for companionship.” Pg. 260“I’m not afraid…I’m not afraid…I’m not afraid.” Every day I walked home from school repeating those words. The broad streets and sidewalks that had impressed me so on the first day we had arrived had become as familiar as the dirt road from Macún to the highway. Only my curiosity about the people who lived behind these walls ended where the facades of the building opened into dark hallways or locked doors. Nothing good, I imagined, could be happening inside if so many locks had to be breached to go in or step out. It was on these tense walks home from school that I decided I had to get out of Brooklyn. Mami had chosen this as our home, and just like every other time we’d moved, I’d had to go along with her because I was a child who had no choice. But I wasn’t willing to go along with her on this one. “How can people live like this?” I shrieked once, desperate to run across a field, to feel grass under my feet instead of pavement. “Like what?” Mami asked, looking around our apartment, the kitchen and living room crisscrossed with sagging lines of drying diapers and bedclothes.“Everyone on top of each other. No room to do anything. No air.”“Do you want to go back to Macún, to live like savages, with no electricity, no toilets…”“At least you could step outside every day without somebody trying to kill you.”“Ay, Negi, stop exaggerating!”“I hate my life!” I yelled.“Then do something about it,” she yelled backUntil Mr. Barone showed me the listing for Performing Arts High School, I hadn’t known what to do.”What is going on with Esmeralda?What does the use of Spanglish says about Esmeralda’s new culture?What does this interaction say about Esmeralda’s character?Was Esmeralda’s behavior correct? Why or why not?Would you do the same? If so, why?Why is Esmeralda so driven to leave Brooklyn? Do you think she herself knows why?Chapter: Epilogue: One of these days Instructional QuestionsLearning ActivitiesStandardsHow can we develop an argument?How can we prove a claim in an argumentative essay? Is Esmeralda conflicted about becoming more “American?” What do you think becoming more American means to her?When was Esmeralda purely Puerto Rican in the novel? Can the readers identify at what point Esmeralda started to become less Puerto Rican to be able to say, “when I was”?In what way is Negi irrevocably changed by her move to the United States?Closed Reading: selected portions from the text with discussion questions (see below)Epilogue: a section or speech at the end of a book or play that serves as a comment on or a conclusion to what has happened.Whole Class Discussion: By the end of the book, SWBAT analyze and discuss if Esmeralda is conflicted about becoming more “American” and ways in which Esmeralda is assimilating, if any, to the new culture by providing textual evidence.Esmeralda’s Changes Double-Entry Journal: SWBAT use the double-entry journal to keep track of examples of the changes they see in Esmeralda’s character once in Brooklyn and how she characterized herself. On the left-hand section of the journal is for generalization and the right-hand section is for providing specific evidence that supports the generalization. This journal would be used throughout the end of the book, which will help with the summative task. (Identify all the references made to Esmeralda changing culture or becoming more Americanized in the last three chapters and write it down as preparation for your final task). Esmeralda at the Beginning and at the End: Think of three adjectives that describe Esmeralda at the beginning of the story and three adjectives that describe Esmeralda at the end of the story. Cite an incident from the story supporting each adjective you select. How does she change in the story?Why does she change? Are the changes positive or negative?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.8.3: 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.RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.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.SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.W.8.1: Write arguments to support claims with clear reasons and relevant evidenceW.8.2:Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Supplemental Texts / ResourcesVocabularyAfter Summative Task: Video of Esmeralda Santiago explaining the title of the book, conflicted, assimilated, American, identity, TasksScaffolds / SupportSummative Task“For me, the person I was becoming when we left was erased, and another one was created.” pg. 209 The title of the book, When I Was Puerto Rican suggests that Esmeralda is now something different, that she is no longer Puerto Rican. In a well-developed essay, argue whether or not you must give up your home culture in order to be accepted into a new culture. Be sure to include:Introduction and Conclusion3 Body Paragraphs addressing-Argue a claim about whether or not you must give up your home culture in order to be accepted into a new cultureCharacterize Esmeralda’s identity at the end of the bookEvaluate how Esmeralda react to the American and Puerto Rican culture at the end of the book RACE Paragraph Format Argumentative/Descriptive language Reporting VerbsCause/Effect Phrases Chapter Focus QuestionsWhat happens to Esmeralda at the end of the book? How does Esmeralda use the event of her audition at the High School for the Performing Arts as a symbolic dramatization of the many barriers that she has had to cross in order to escape Brooklyn, Latino cultural challenges, and her life of poverty?The title of the book, When I Was Puerto Rican suggests that Santiago is now something different. How would you describe her identity?What is the relationship between identity and success?Chapter Idiomatic Expressions Analysis: Symbolism: As the students read and explore the chapters, they will notice by the end that each chapter idiomatic expression at the beginning symbolizes an event in the chapter. As most of the sayings are familiar to the student, they will know its literal meaning. However, by the end of each chapter, SWBAT analyze and explain in a short response the symbolic meaning of each idiomatic expression at the beginning of many chapters and related to the incidents in the chapter. “Same jíbaro, different horse.”“El mismo jíbaro con diferente caballo.”Journal Quickwrite: Do you consider yourself americanized? If so, why or why not? Provide examplesList of adjectives to describe Esmeralda: Language Phrases:I am certain. . . I’m sure that you can see that . . . I am writing in order to . . . Nevertheless . . .On the other hand . . .It has come to my attention that . . Obviously. . . Surely . . . Regardless . . .Suggested Close Reading PassageDiscussion QuestionsPg. 278"When I returned to Puerto Rico after living in New York for seven years, I was told I was no longer Puerto Rican because my Spanish was rusty, my gaze too direct, my personality too assertive for a Puerto Rican woman, and I refused to eat some of the traditional foods like morcilla and tripe stew. I felt as Puerto Rican as when I left the island, but to those who had never left, I was contaminated by Americanisms, and therefore, had become less than Puerto Rican. Yet, in the United States, my darkness, my accented speech, my frequent lapses into the confused silence between English and Spanish identified me as foreign, non-American. In writing the book I wanted to get back to that feeling of Puertoricanness I had before I came here. Its title reflects who I was then, and asks, who am I today?"Is Esmeralda conflicted about becoming more “American?”What do you think this means to her? ................
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