Becoming Naomi Leon
Becoming Naomi Leon
By: Pam Muñoz Ryan
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“I hoped my father was right, that like the figures we carved from wood and soap, I was becoming who I was meant to be, the Naomi Soledad Leon Outlaw of my wildest dreams.” ~Naomi (page 246)
Heather C. Ensley
Dana Currin
Jocelyn Jackson
Audrey Hancock
Summaries of the Main Text (Fiction) and the Supporting Texts (Non-Fiction)
Becoming Naomi Leon
By: Pam Munoz Ryan
5th Grade
Upon searching for a book to use for our Multi-Text Unit, Becoming Naomi Leon came to mind. This book could be used in an integrated unit learning about Mexican Americans and their culture. One of the fourth grade classes at Hardin Park Elementary was reading Esperanza Rising during their reading unit, so we felt it would be useful to plan a unit to its sequel. Becoming Naomi Leon is a developmentally appropriate text for fifth grade readers. It explores a Mexican-American family and their triumphs during their unplanned trip to Mexico.
Naomi Soledad Leon Outlaw was a young girl of Mexican-American heritage who lived with her Gram and her brother Owen. She had been raised by her Gram for several years while her mom Sykla was figuring life out for herself. Owen was born with birth defects that affected life for him and his family. Some of Naomi’s pastimes included soap carving and list making. Unexpectedly Naomi and Owen’s mother showed up at Gram’s with the intent of taking Naomi to live with her and her boyfriend in Las Vegas. She was a recovering alcoholic who still drank secretively.
Skyla’s mood swings from loving and caring to hateful and deceitful, played a large role in the way Naomi and Owen viewed her. Gram was determined not to let Skyla take Naomi, so she along with very supportive neighbors decided to travel to Mexico to find Naomi and Owen’s father Santiago. Once arriving they stayed with the sister of the neighbor who was very welcoming. Over the next few weeks they searched for Santiago in hopes that finding him would halt Skyla from taking Naomi. During the Night of the Radishes, which is a popular radish carving festival in Oaxaca, Mexico, they spotted Santiago. When he saw Naomi and Owen he panicked and he ran. Naomi and Owen were disappointed and thought that their father wanted nothing to do with them. To their surprise upon arriving back to the house Santiago was there waiting for them. They spent several days together and enjoyed the time they had. Santiago wrote the letter Naomi needed from him in order to help her from being taken by Skyla.
When arriving back to Lemon Tree, California, a hearing was held to determine who Naomi would live with. After seeing that Skyla only wanted Naomi and not Owen it was ruled by the judge that Naomi would be able to stay with Gram. They celebrated by visiting the Play-N-Spray where they watched cars being washed and enjoyed ice cream.
Becoming Naomi Leon takes the reader through the trials and tribulations of a young girl with a difficult life. She learned so much about herself and what kind of person she is through her adventures with her family. Her personality changed tremendously throughout the book and she became the girl that she was meant to be.
Dream Carver (Supporting Text)
By: Diana Cohn
2nd Grade
The reason we chose Dream Carver as one of the nonfiction, supporting texts is because it describes the Mexican tradition of carving. Even though Naomi carves soap and the festival, La Noche de los Rabanos, concerns radish carving, this book still gives important insights into the Mexican tradition of carving. The book highlights the importance of folk-art traditions such as carving and shows how it binds families together.
The book is based on the true story of Manuel Jimenez. It begins with a young boy, named Mateo, who lives in a small Mexican village. His family farms for a living, growing blue corn and green alfalfa. We thought this setting was realistic, and it sets the stage for the life of the people Naomi meets in Oaxaca, Mexico. The book goes on to describe a fiesta, or party, which the family attends. Mateo and his father carve animal figurines, while his mother and sister paint them. This shows the importance of the family working as a unit which is a very important part of Mexican life.
As the story continues, Mateo’s creativity blossoms. He likes to sit under his favorite guaje tree and let his imagination run wild. Instead of seeing brown dogs and calico cats, Mateo sees unnatural, colorful versions of these animals. The goats are now pink, with green speckles, while the jackrabbits wear orange capes. One morning, he decides to tell his father about his dreams. His father dismisses his ideas and tells Mateo that they should not change the way they carve. It has worked for hundreds of years, so he should stop his foolish dreams. However, Mateo cannot stop these thoughts from overtaking his dreams. During one of his dreams, a jaguar encourages him to keep carving what he wishes and it will give him strength to continue. We thought this scene was extraordinarily powerful. Even though Mateo’s father does not agree with his ideas, Mateo still respects his father. It also shows Mateo’s determination to succeed and show his father that his ideas are worthy of being respected. We thought that students could relate this to situations in their own life. Class discussions about this could help students understand how to handle tough times and how to see them through with courage and wisdom.
Encouraged by his dreams, Mateo does not give up. He tries to carve the majestic animals he saw in his dreams. Unfortunately, he is discouraged and they do not turn out quite like he expected. However, he kept carving and finally, his imagination came to life. His first carving that turned out like he wanted was a bird. The next day was Dia de los Muertos (the Day of the Dead), a traditional festival. He knew it would be the perfect time to display his carvings. The next day, as people began noticing his carvings, they were amazed. Everyone loved them and swarmed towards his table to take in the beauty and wonder that were encapsulated in his carvings. Finally, his father came to visit. His father said, “Mateo, it’s time for you to teach me a new way to carve!” His father accepted his unique talents and wanted to embrace them. Mateo was overjoyed. He gave his father his most prized carving, the bird. Mateo’s determination and will to succeed helped him not give up his dreams of using his unique talents to create something different. Symbolism could also be discussed with students. We believe that it was no mistake that the author chose to make the bird Mateo’s favorite. Just as a bird takes flight, so did Mateo’s imagination. Passing on the “wings,” or skills, to his father was another symbolic gesture.
Relating this book to Becoming Naomi Leon would also be extremely helpful in the understanding of character development. Just like Mateo, Naomi’s father taught her how to carve soap as a child. Naomi was nervous that her father would not like her soap carvings. However, she stayed true to what she knew. In the end, it was a success. Her father was extremely proud of her handiwork and felt that it was a strong bond between them.
The Night of Las Posadas (Supporting Text)
By: Tomie de Paola
3rd Grade
We chose to use The Night of Las Posadas as an additional book to incorporate in our multi text unit. We chose this book because it describes The Night of Las Posadas. In Becoming Naomi Leon, Naomi and her family participate in this event.
Las Posadas is a very important tradition of Mexican culture. For our multi text, we are studying Mexican culture so we decided that traditions mentioned in the book should be examined in depth. Because the tradition of Las Posadas was incorporated into the book Becoming Naomi Leon, we believed that it would allow for more examination of that particular tradition.
In Becoming Naomi Leon by Pam Munoz Ryan, Naomi witnesses the tradition of Las Posadas first hand. She describes the event as an outsider who had never experienced the event. However, the description in the book was just a glimpse of the tradition. In Becoming Naomi Leon, the tradition is described as a parade where people go from door to door to simulate the way Mary and Joseph did the night that Christ was born. We felt as if more detail of the event would help students understand it better.
After deciding to examine the tradition of Las Posadas further, we found this book that was centered on it. The book The Night of Las Posadas describes the tradition in depth and with an instructional narrative. The book also tells a story about one year’s events on Las Posadas. This helps students to identify more with the book.
We also enjoyed the fact that this book tells about the different parts of the Las Posadas tradition. It mentions the role that Mary and Jose play in the event. It tells about how during the parade, there is a choir singing about the events that took place on the night that Christ was born. It also describes the role that the devils play in the tradition. Letting students see all of the different roles of the tradition helps them to take more interest in the tradition itself.
Before Reading Activities
Day 1 – KWL Chart & Prediction Questions
K-W-L Chart
Directions: You will be completing a K-W-L on Mexico and Mexican culture. First, think about what you know and what you want to know. Write that information in the “K” and “W” section of the chart. To help you come up with information for the “K” section and questions you would like answered for the “W” section, use the following words: WHO, WHAT, WHEN, WHERE, WHY, AND HOW. Finally, after you have read the book and explored other resources, think about what you have learned. Write that information in the “L” section of the chart.
After completing your research and gaining an understanding of your topic, go back to the “K” column and see if any of the ideas you thought you knew were inaccurate. Check any of them that are inaccurate, according to your research. On the back, rewrite any of your statements that were inaccurate so that they are correct. Then go to the “L” column and begin grouping or categorizing what you have learned.
Predictions
(Investigating the front and back cover of Becoming Naomi Leon)
Directions: The information provided on this sheet is for the teacher. The questions should be given orally and discussed as a class. Discussing these types of questions as a class will provide all students with the benefit of learning from one another. When asking questions to a large group of students, one idea may lead to another. Try to read these questions in a sequential order, unless the conversation permits you ask them in a random order.
Front Cover – First, show the front cover to the students. Let them look at it for at least a minute. Then, proceed to ask them the following questions.
1. What do you notice about the front cover of this book?
2. What is the title?
3. What does the title tell you?
4. Who, or what, might this book be about?
5. In what time period might this book take place?
6. Can you glean any important, or possible, facts about this book from the title?
7. Who is the author of this book?
8. Does the author’s name reveal anything about her or the book?
9. Have you read any other books by this author? If so, what were they about? Do you think this book will be similar or different from the books you have previously read by this author?
10. Can you glean any important, or possible, information about the book from the illustration?
11. Name some specific pictures in the illustration. What inferences can you make about them, concerning the book?
12. How might the title be related to the illustrations?
Back Cover – After students have explored and discussed the front cover, read the information provided on the back cover to the students. Let them ponder on what they have just heard for at least a minute. Then, proceed to ask them the following questions.
1. What do you notice about the information provided on the back cover?
2. What does it tell you about the book?
3. After hearing the information provided on the back cover, are your predictions about the book the same or different than they were before? Explain.
4. Do you think the list she makes is significant? If so, how?
5. What do you think about her name? What does it tell you about her?
6. The first paragraph described Naomi. Do you think she is the main character? Why?
7. Recall the descriptions the author provided of Naomi. What do these descriptions tell you about her? What are inferences, or possible reasons, that the author may describe her in this way?
8. The second paragraph introduces Gram and Owen. What role do you think they play in the book?
9. What does the sentence about Gram tell you about her personality?
10. Why do you think Naomi and her little brother, Owen, live with their Gram?
11. Why would Naomi’s mother return after so many years?
12. Why would Naomi’s mother be absent after so many years?
13. Why would Naomi’s mother’s return cause so much trouble?
14. Predict what you think will result from Naomi, Owen, and Gram’s predicament.
Day 2 – Double Entry Diary (DED), Character Sketcher, and Vocabulary Activities
Double Entry Diary
You are in the process of embarking on a journey with Naomi through good times and bad. You will be reading about her and things that happen in her life through the book Becoming Naomi Leon. As you read, you will use this Double Entry Diary, otherwise known as a DED, to keep track of what is happening and to express your own thoughts about these events. You will be reading, writing in your diary, rereading, and discussing throughout your reading of Becoming Naomi Leon.
As you are assigned your reading, you will look to specific sections in the book to seek the amount of DED entries you will need to write. You will find important words, quotations, or passages from the book. Then you will explain why those words, quotations, and passages are important—in other words, when you read them, what do those words mean to you? You will also answer the questions at the end of this DED.
You will write each entry so that it looks something like this table:
|Quote from the book (words, quotes, passages). |What it means to me |
|Please include the page and paragraph. | |
Here are options that you may choose to write about and how you might organize your thoughts:
|Significant passage copied from the text; |Connections or reactions to recorded |
|include page and paragraph #. |statement |
| | |
|Quote |Reaction (How you feel about the quote) |
|Quote |Connection (Self, Text, World) |
|Quote/Picture |Inference (What you think it means) |
|Quote |Question |
|Prediction |What really happened (You will complete this after you know.) |
|Question you have or don’t understand |Answer or possible answer from text |
|Fact from text |Your opinion |
|Effect (what happened?) |Cause (Why did it happen?) |
|Author's Craft (simile, metaphor, personification) |Explanation of what it means and how it |
| |adds importance to the passage |
Here is what your DED schedule will look like:
Part A
We will read chapters 1-3 together. We will stop after page 33.
As you are reading, think about the following:
• Naomi and her family
• Baby Beluga and Avocado Acres Trailer Rancho
• Owen’s birth defects
• Naomi’s full name – Naomi Soledad Leon Outlaw
• The families relationship with the Morales family
• Skyla showing up at Gram’s house
• Naomi and Owen’s feeling about their mother showing up
• Naomi’s lists
Remember to write at least 3 journal entries.
Here is an example of a DED.
|Quote: “I was so fed up, so I was making a list of what I could |Reaction: It seems as though Naomi is getting really tired of |
|say back to them that might be embarrassing. I wrote across the |being bullied by boys at her school because of her name. She |
|top of my notebook page, “How to Get Boys to Stop Making Fun of |wants to find a way for them to stop, so she begins making a list|
|My Name.” Page 5 |of possible things she can say to them. This list contains |
| |things she can say in order to get them to stop making fun of her|
| |last name, “Outlaw”. |
|Simile: “The soap sloughed off easy into the bowl, looking like |Reaction: This simile is comparing soap from Naomi’s soap carving|
|white shredded cheese.” Page 14 |to white shredded cheese. I can imaging this in my mind, little |
| |white shavings of soap falling into the bowl as Naomi carved away|
| |at the large piece of soap. I’m sure it did look like white |
| |shredded cheese. |
|Question: Gram truly looked like she’d seen an apparition, which|Inference/Question:I wonder who the lady at the door could be. |
|is what she calls a ghost. She finally stepping aside and a lady|Maybe it has something to with why Naomi and Owen are living with|
|walked in, pulling a big black plastic garbage bag that she had |Gram? Maybe it is their real mother showing up to see them? |
|to tug through the small door opening.” Page 17 | |
[pic]Character Sketcher[pic]
You are invited to learn more about Naomi. Please take notes on how Naomi acts, thinks, feels, and looks.
❖ To begin, reread the following passages, to find out more about Naomi Soledad Leon Outlaw.
❖ Reread the last paragraph on page 4 through paragraph 3 on page 5. Which words describe how Naomi feels about the boys at school making fun of her last name? _________________
________________________________________________________.
❖ Reread page 11 paragraph 2. Describe how Naomi looks.
________________________________________________________
________________________________________________________
❖ According to page 13 paragraph 1, Naomi enjoys __________ ____________________. She began doing this because _________
_______________________________________________________.
❖ When Skyla shows up at Gram’s house, Naomi acts ___________
________________________________________________________.
Refer to page 19 through page 21 paragraph 3.
❖ According to page 33, how did Naomi feel about Skyla coming to Gram’s _______________________________________________
_______________________________________________________.
Why did she feel this way? ________________________________
________________________________________________________.
Then, use the passages that describe Naomi’s actions and appearance to help you complete an artistic impression of Naomi.
❖ Page 11 paragraph 2. Page 8 paragraph 6 through page 9 paragraph 2.
❖ Other passages you noticed.
Vocabulary Activities for Chapters 1-3
Directions: Find these splendid words in the book Becoming Naomi Leon and use context clues to predict the meaning of the words. Then, look up the words in the dictionary. Use your predictions and the definition to come up with your own definition for each word. You may also use to help you come up with a definition.
|List of Splendid Words|Page # | |
| | |Student Definition |
| | | |
|Obedience |3 | |
| | | |
|Disappointed |6 | |
| | | |
|Coincidence |12 | |
| | | |
|Miniature |13 |very small; tiny |
| | | |
|Craned |17 | |
| | | |
|Clasped |20 | |
| | | |
|Appreciate |24 | |
Examples and Non-Examples
Directions: Using the two choices given, decide which one best represents the vocabulary word given.
• Which would show obedience?
A dog listening to its owner or a child not doing what its parents say?
• Which would cause disappointment?
A surprise party being held for you or your vacation being canceled?
• Which would be a coincidence?
Happening to see your best friend at the movies or planning a trip to the mall with your best friend?
• Which of these is miniature?
A bite size piece of candy or a king size candy bar?
• If you craned your neck, which would you be doing?
Getting a massage or stretching your neck to see something better?
• Which would you clasp?
A necklace or a show?
• Which would you appreciate?
Your mom cleaning your room or you cleaning your room?
• The dog reached for his food
• He strained his leg to reach the stool
6) If any of the things I say can be clasped, say “clasped.” If not, don’t say anything.
• A necklace
• A hand
• A car
• A door knob
7) If any of the things I say are appreciated, say “appreciated”. If not, don’t say anything.
• Someone giving you money
• Someone taking you out to dinner
• Having to pay someone
• Having a cold
Have you Ever?
Directions: Read the following sentences and answer them accordingly.
1) Describe a time when you showed obedience.
2) Describe a time when you were disappointed.
3) Has anything ever happened to you that was a coincidence. If so, what?
4) Give an example of something that is miniature.
5) When is a time that you would have to crane your neck?
6) Name something that you have clasped.
7) When did you last appreciate something?
Day 3 – Double Entry Diary (DED), Cinquain Poem, and Vocabulary Activities
Double Entry Diary
Dream Carver
Written by: Diana Cohn
You are about to embark on a journey with Mateo, a young Mexican boy who tries to prove himself to his father by using his creativity and talents. Mateo's father is a traditional wood carver in Oaxaca, Mexico. Mateo wants to break traditions by using his imagination to create never-before-seen carvings. Mateo was reluctant at first, but followed his dreams until his father saw his true potential and found pride in his son.
As you are assigned your reading, you will look to specific sections in the book to seek the amount of DED entries you will need to write. You will find important words, quotations, or passages from the book. Then you will explain why those words, quotations, and passages are important—in other words, when you read them, what do those words mean to you? You will also answer the questions at the end of this DED.
You will write each entry so that it looks something like this table:
|Quote from the book (words, quotes, passages). |What it means to me. |
|Please include the page and paragraph. | |
Here are options that you may choose to write about and how you might organize your thoughts:
|Significant passage copied from the text; |Connections or reactions to recorded |
|include page and paragraph #. |statement |
| | |
|Quote |Reaction (How you feel about the quote) |
|Quote |Connection (Self, Text, World) |
|Quote/Picture |Inference (What you think it means) |
|Quote |Question |
|Prediction |What really happened (You will complete this after you know.) |
|Question you have or don’t understand |Answer or possible answer from text |
|Fact from text |Your opinion |
|Effect (what happened?) |Cause (Why did it happen?) |
|Author's Craft (simile, metaphor, personification) |Explanation of what it means and how it |
| |adds importance to the passage |
Here is what your DED schedule will look like:
Part A
We will read the entire book silently.
As you are reading, think about the following:
• Life in a small Mexican village
• Mexican traditions
• Juguetes (little, carved toys)
• Fiestas (parties)
• Mateo’s dreams
• Mateo’s relationship with his father (Does it change? If so, how?)
• Mateo’s strong will
Remember to write at least 3 journal entries.
Here is an example of a DED from the first section.
|Quote: Mateo’s father said, “Why should you carve differently |Reaction: I would want to feel respect towards my father, but I |
|when for hundreds of years it has worked for us to carve the way |would also want to tell him how I feel. I like the creative |
|I taught you?” |carvings that Mateo creates, and I hope his father learns to |
| |respect him, just like he respects his carvings. I hope Mateo |
| |stays calm. Maybe he can talk to his father about how he feels. |
|Simile: “The goats were as pink as bougainvillea, with |Reaction: This simile creates a wonderful image in my mind. I |
|cactus-green speckles.” Page 9 |can compare the bougainvillea and cactus-green images to the |
| |goats. These are objects I have seen before, and I like how the |
| |author used real-life examples to help me create this image. |
Cinquain
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Directions: You are invited to write a Cinquain about a main event, object, person, place, or idea that occurred during the reading of Dream Carver. Remember, a Cinquain is a five-line poem or stanza. Use the following format to help you write your own Cinquain.
Line 1 – one word for the topic (subject or noun)
Line 2 – two words that describe your topic (adjectives)
Line 3 – three words that describe actions related to your topic (action verbs)
Line 4 – four words that describe feelings related to your topic
Line 5 – one word that is another name for you topic (synonym for line 1 or something that sums it up)
Vocabulary for Dream Carver
Directions: Find these splendid words in the book Dream Carver and use context clues to predict the meaning of the words. Then, look up the words in the dictionary or on the website . Use your predictions and the definition to come up with your own definition for each word.
|List of Splendid |Page # | |
|Words | |Student Definition |
| | |. |
|Juguetes |3 | |
| | | |
|Fiesta |3 | |
| | |Shiny, sparkly, attention-grabbing. |
|Dazzling |13 | |
| | | |
|Clumsy |16 | |
| | | |
|Iridescent |17 | |
| | | |
|Swarmed |28 | |
| | | |
|Marveled |28 | |
Sentence Stems/Idea Completions
Directions: Finish each sentence to exhibit the “Splendid Word.”
1. I _____________ at the beautiful sunset.
2. The girl could be described as ______________ after she fell while walking up the stairs.
3. When hit by the sun, the diamond showed its ___________________ colors.
4. A ______________ is held every year in Oaxaca. People play games, eat food, and dance to music.
5. The crowd _______________ the famous baseball player when he stepped out of his car.
6. The boy had carved several _______________ for his younger brother to play with after school.
7. The dancer’s outfit appeared ________________ due to its bright, shiny colors.
Applause! Applause!
Directions: For each question, clap not at all, a little bit, or a lot to show how much you agree with the following statements.
• Clap to show how much you would like to be described as dazzling.
• Clap to show how much you would like to be able to carve juguetes.
• Clap to show how much you would like to be marveled at.
• Clap to show how much you would like to be described as clumsy.
• Clap to show how much you would like to be swarmed by bees.
• Clap to show how much you would like to participate in a fiesta.
• Clap to show how much you would like an iridescent diamond.
Day 4 – Discussion Director, Glass Case Activity, and Vocabulary Activities
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Directions: Your job is to involve the students in your group by thinking and talking about the section of the book you have just read. You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about issues that come up during the reading.
Your job as the Discussion Director is to come up with five (5) thinking questions. You really want to make your group think about what you all have just read. You are trying to make sure everyone in your group understands or comprehends the reading. It is very important that you ask your group critical thinking questions and not easy, right there, in the book questions. You want the members of you group to stop, think, look back at the text, and synthesize and interpret what they have read. Remember you may wish to begin your questions with the following words/phrases:
Who?, What?, Where?, When?, Why?, How?, If_______ then________?
As your teacher, I really want you to help the students in your group to go back to the book to find their answers if they don’t know them. So, to help this run very smoothly, you need to write down the questions, your answers to your questions, and the page numbers where the students can reference the text to justify their responses to your questions. I will tell you what types of questions you need to ask.
You may want to focus on the following events when thinking about and developing your questions:
• Skyla’s return to Avocado Acres
• Gram’s discussion about Skyla with Fabiola and Bernardo
• Naomi’s note taking
• Skyla’s past history
• Naomi’s memories and wishes about her mother and father
• Soap carving
• Gram and Skyla’s “heart-to-heart” chat
• Skyla’s shopping trip
• Parent/teacher conference
• Blanca and Naomi’s relationship
• Naomi’s relationship with her teachers
• The glass case in the library
The Glass Case
“You use a glass mirror to see your face; you use works of art to see your soul.”
~George Bernard Shaw
On page 58, in chapter 6, Naomi expresses her desire to have her work displayed in Mr. Marble’s special glass case in the library. Have you ever felt like Naomi? Have you ever created anything or do you own an item that you believe is worthy of being displayed? First, take a moment to think of some ideas. Then, make a list of these items. Rate each item on a scale of one (least important) to ten (most important), concerning its significance in your life. Next, circle the items that are rated eight, nine, and ten. Try to pick just one item from the narrowed list. If you cannot pick just one item, you might want to make a collective display of a few items. Make your decision and choose a creative way to represent these items. You may want to use a shoebox to represent your “glass case.” If you have a more creative idea, that is fine as well. You may want to draw the item(s), take a picture of the item(s), or use the actual items. After you arrange your “glass case,” write a paragraph describing the object(s) and explain the importance of the object(s). Write this on a caption card that can be displayed with your artistic representation. Reread and revise your work. If possible, try to incorporate a quote or phrase that encapsulates your artwork. Also, refer to our “Splendid Word Wall,” and replace “unimpressive words” with “splendid words.”
“People are like stained-glass windows. They sparkle and shine when the sun is out, but when the darkness sets in, their true beauty is revealed only if there is a light from within.”
~Elisabeth Kubler-Ross
Vocabulary for Chapters 4-6
Directions: Find these “Splendid Words” in the book Becoming Naomi Leon and use context clues to predict the meaning of the words. Then, look up the words in the dictionary or on the website . Use your predictions and the definition to come up with your own definition for each word.
|List of “Splendid |Page # | |
|Words” | |Student Definition |
| | |A sheet or canvas stretched over a frame to provide shelter or shade for an entrance, shop |
|Awning |43 |window, or porch area. |
| | | |
|Assured |44 | |
| | | |
|Nimble |48 | |
| | | |
|Coax |50 | |
| | | |
|Inspecting |52 | |
| | | |
|Elaborate |56 | |
| | | |
|Ambience |57 | |
Cloze Passages
Directions: Fill in the blanks with your “Splendid Words” to create a sentence that makes sense.
1. My mom had to _______ me out from under the __________ on a hot, sunny day because I was enjoying the shade.
2. The teacher ___________ me that she would be __________ my homework carefully.
3. Skyla’s ________ fingers worked diligently to ____________ place Naomi’s hair into a braid.
4. The librarian added a(n) _________ to the principal’s collection by placing an extra light behind it.
Word Lines
Directions: Below each scenario is a word line. On one side of the line reads, “least surprised” while the other side of the word line reads “most surprised.” Place a star on the line to match how surprised you would be if the following things happened.
1. You saw someone sitting under an awning on a hot, summer day.
Least Surprised _______________________________________ Most Surprised
2. Your mom tried to assure you that you had to go to school on a Sunday.
Least Surprised _______________________________________ Most Surprised
3. A gymnast was described as being nimble.
Least Surprised _______________________________________ Most Surprised
4. You went home and your mom wants you to coax a dog our from under her car.
Least Surprised _______________________________________ Most Surprised
5. You were watching the television and saw a scientist inspecting a mummy.
Least Surprised _______________________________________ Most Surprised
6. The toys in your room are elaborately placed when you get home.
Least Surprised _______________________________________ Most Surprised
7. The florescent lights in the hallway create an ambience for the pictures on the wall.
Least Surprised _______________________________________ Most Surprised
Making Choices
Directions: Read the following scenarios and follow the directions provided.
o If any of the things I say might be an example of an awning, say awning. If it is not an example, say nothing.
▪ A source of shade on a porch
▪ An umbrella
o If any of the following things I say might be an example of a person assuring someone, say assured. If not, say nothing.
▪ “Everything will be ok, trust me.”
▪ “I guess you could try it.”
o If any of the following things I say are an example of being nimble, say nimble. If not, say nothing.
▪ Owen’s walking without any help.
▪ Skyla’s fingers quickly bending around Naomi’s hair.
o If any of the following things I say are an example of trying to coax someone, say coax. If not, say nothing.
▪ “Scram cat!”
▪ “Here kitty, kitty, kitty.”
▪ “It will be ok, just come here.”
o If any of the following things I say have to do with someone inspecting something, say inspect. If not, say nothing.
▪ The boys were looking at a dead bug on the table and noticed that it had six legs.
▪ She glanced over the table.
▪ He studied the candy before devouring it.
o If any of the following things I say demonstrate something being elaborately done, say elaborate. If not, say nothing.
▪ She threw her hair in a hair band and ran out of the door.
▪ He spent an hour working on his art project.
o If any of the following things I say demonstrate ambience, say ambience. If not, say nothing.
▪ The carefully placed light made the painting look amazing.
▪ The dull light made it hard to see.
Day 5 – Discussion
This day will be used to discuss the pre-reading activities, the reading, and the during reading activities that were completed on days 1-4.
• KWL on Mexico and Mexican culture
• Prediction using cover and back of book
• DED
• Character Sketcher
• Vocabulary activities
• DED
• Cinquain
• Vocabulary activities
• Discussion director
• Glass case activity
• Vocabulary activities
Vocabulary Activities from Chapters 1-6 and Dream Carver
Making Choices
Directions: Tell whether each item or scenario is a description of the vocabulary word given. If so, say the word. If not, don’t say anything.
1) If any of the things I say might be obedient, say “obedient.” If not, don’t say anything.
• A child
• A dog
• A table
• A cat
• A car
2) If any of the things I say could cause disappointment, say “disappointment.” If not, don’t say anything.
• Plans being canceled
• No one showing up for you party
• Going swimming
• Getting a new puppy
• Having a fight with your best friend
3) If any of the things I say could be a coincidence, say “coincidence.” If not, don’t say anything.
• Your mom and your aunt buying you the same Christmas present
• Planning a family vacation
• Running into your teacher at the grocery store
• You and your best friend wearing the same thing to school
4) If any of the things I say are miniature, say “miniature.” If not, don’t say anything.
• A dog
• Toys
• A house
• A television
• A paper clip
5) If any of the things I say can cause you to crane, say “crane.” If not, don’t say anything.
• She stretched her neck to see the movie better
• He laid his head down on a pillow
Examples and Non-Examples
Directions: Choose between the two scenarios to decide which best fits the “Splendid Word” given.
• Which would be an example of a juguete?
A chair or a jack-in-the box?
• Which would be an example of a fiesta?
A funeral or a birthday party?
• Which could be described as dazzling?
A diamond or a piece of wood?
• Which would make you clumsy?
Spinning around in circles or standing still?
• Which could be described as iridescent?
A sun catcher or a book?
• Which could you be swarmed by?
Rain or bees?
• Which could be marveled at?
A plain piece of notebook paper or a famous painting?
Cloze Passages
Directions: Fill in the blanks with your “Splendid Words” to create a sentence that makes sense.
1. My mom had to _______ me out from under the __________ on a hot, sunny day because I was enjoying the shade.
2. The teacher ___________ me that she would be __________ my homework carefully.
3. Skyla’s ________ fingers worked diligently to ____________ place Naomi’s hair into a braid.
4. The librarian added a(n) _________ to the principal’s collection by placing an extra light behind it.
Day 6 – Double Entry Diary, Character Relationship Sketcher, and Vocabulary Activities
You are in the process of embarking on a journey with Naomi through good times and bad. You will be reading about her and things that happen in her life through the book Becoming Naomi Leon. As you read, you will use this Double Entry Diary, otherwise known as a DED, to keep track of what is happening and to express your own thoughts about these events. You will be reading, writing in your diary, rereading, and discussing throughout your reading of Becoming Naomi Leon.
As you are assigned your reading, you will look to specific sections in the book to seek the amount of DED entries you will need to write. You will find important words, quotations, or passages from the book. Then you will explain why those words, quotations, and passages are important—in other words, when you read them, what do those words mean to you? You will also answer the questions at the end of this DED.
You will write each entry so that it looks something like this table:
|Quote from the book (words, quotes, passages). |What it means to me |
|Please include the page and paragraph. | |
Here are options that you may choose to write about and how you might organize your thoughts:
|Significant passage copied from the text; |Connections or reactions to recorded |
|include page and paragraph #. |statement |
| | |
|Quote |Reaction (How you feel about the quote) |
|Quote |Connection (Self, Text, World) |
|Quote/Picture |Inference (What you think it means) |
|Quote |Question |
|Prediction |What really happened (You will complete this after you know.) |
|Question you have or don’t understand |Answer or possible answer from text |
|Fact from text |Your opinion |
|Effect (what happened?) |Cause (Why did it happen?) |
|Author's Craft (simile, metaphor, personification) |Explanation of what it means and how it |
| |adds importance to the passage |
You will read chapters 7-8.
As you are reading, think about the following:
Chapter 7
o The relationship between Skyla and her children.
o The ways that Skyla is trying to relate to Naomi and possible motives to do so.
o What you predict will happen with the conference.
o What actually happens with the conference?
o Gram's view of Skyla
Chapter 8
o Naomi's feelings at the Spray 'n Play.
o What does Naomi find out about her mother?
o How does Naomi feel at the end of the chapter?
Remember to write at least 3 journal entries.
Here is an example of a DED.
|Quote: “I was so fed up, so I was making a list of what I could |Reaction: It seems as though Naomi is getting really tired of |
|say back to them that might be embarrassing. I wrote across the |being bullied by boys at her school because of her name. She |
|top of my notebook page, “How to Get Boys to Stop Making Fun of |wants to find a way for them to stop, so she begins making a list|
|My Name.” Page 5 |of possible things she can say to them. This list contains |
| |things she can say in order to get them to stop making fun of her|
| |last name, “Outlaw”. |
|Simile: “The soap sloughed off easy into the bowl, looking like |Reaction: This simile is comparing soap from Naomi’s soap carving|
|white shredded cheese.” Page 14 |to white shredded cheese. I can imagine this in my mind, little |
| |white shavings of soap falling into the bowl as Naomi carved away|
| |at the large piece of soap. I’m sure it did look like white |
| |shredded cheese. |
|Question: Gram truly looked like she’d seen an apparition, which|Inference/Question: I wonder who the lady at the door could be. |
|is what she calls a ghost. She finally stepping aside and a lady|Maybe it has something to with why Naomi and Owen are living with|
|walked in, pulling a big black plastic garbage bag that she had |Gram? Maybe it is their real mother showing up to see them? |
|to tug through the small door opening.” Page 17 | |
[pic] Character Relationship Sketcher
1. Your job as Character Relationship Sketcher is to think carefully about your assigned characters and their relationships to each other as you read. You will be given a passage with a page and paragraph where you can find information about your characters and their relationship. Reread the passage carefully. As you are reading, think about descriptive words that capture how your characters act toward each other and things they say to convey their feelings about each other. You do NOT want to use words like good, bad, nice, and mean. You need to be aware that some of the character relationship traits you will be given are implied character relationship traits. In other words, they are not directly stated in the passage. So, your job is to find passages that support these traits. In addition, you will create an artistic impression of your characters interacting. When you begin artistically representing your characters, try to use any physical descriptions from the text to help you. Your “artistic impression” of the characters will probably be on a separate provided piece of paper.
Character Relationship Sketcher 1
You are invited to learn more about the relationship between Naomi and Skyla. Please take notes on how Naomi and Skyla interact toward each other.
ϖ To begin, reread the following passages, determine “descriptive words” that capture the relationship between Naomi and Skyla and then describe why these descriptive words are appropriate.
ϖ Reread pages 61 and 62. Which words describe the relationship between Naomi and Skyla?________________________________
ϖ Skyla _____________________because_____________________
________________________________________________________.Focus on page 61 paragraphs four through six.
ϖ Reread page 63 paragraph two. Which words describe Naomi’s efforts toward a relationship with her mother?___________________________________________
ϖ She acts_____________________because_____________________
________________________________________________________.
ϖ Reread pages 64 and 65. Which words describe Skyla’s efforts toward a relationship with Naomi?_________________________________________________
ϖ She acts _____________________because_____________________
________________________________________________________.
ϖ Reread page 71 paragraph five and page 72 paragraph two. Which words describe Naomi’s feelings as a result of Skyla?_________________________________________________
ϖ She feels___________________because_____________________
________________________________________________________.
❖ Reread page 76 paragraph 2. Which words describe Naomi’s wishes for her relationship with Skyla?________________
____________________________________________________
❖ She wishes_______________________________________________
because_________________________________________________.
❖ Reread page 78 paragraph two and three. Which words describe Naomi’s feelings toward Skyla? _________________________________________________
ϖ She acts _____________________because_____________________
________________________________________________________.
ϖ Reread pages 82 and 83. Which words describe Naomi’s reaction to Skyla? _________________________________________________
ϖ She acts _____________________because_____________________
________________________________________________________.
ϖ Reread page 86. Which words describe Skyla’s interactions with Naomi? _________________________________________________
ϖ She acts _____________________because_____________________
________________________________________________________.
Then, use the passages above that describe the relationship between Skyla and Naomi to complete an artistic impression of them interacting.
Vocabulary for Chapters 7-8
Directions: Find these “Splendid Words” in the book Becoming Naomi Leon and use context clues to predict the meaning of the words. Then, look up the words in the dictionary or on the website . Use your predictions and the definition to come up with your own definition for each word.
|List of “Splendid |Page # | |
|Words” | |Student Definition |
| | |To aggravate, mock, or harass someone repeatedly, either physically or emotionally |
|Taunted |67 | |
| | | |
|Defend |68 | |
| | | |
| | | |
|Luster |72 | |
| | | |
| | | |
| | | |
|Irrational |73 | |
| | | |
| | | |
|Deliberately |78 | |
| | | |
|Prospect |79 | |
| | | |
|Vicious |82 | |
Vocabulary Note Cards
Directions: Obtain seven note cards. Start at the top and number the card one through four. Beside number one, write one word from the list of “Splendid Words.” Beside number two, write the definition for the word. Beside number three, write the word’s part(s) of speech. Beside number four, write a sentence using the word. If the word has more than one part of speech, pick one (i.e., noun), and use the word as a noun to write a sentence. On the back, draw a picture to help you remember the word’s meaning and how it can be used in a sentence.
Example:
(Front of
note card)
Synonyms and Antonyms
Directions: Look at the vocabulary word under the “word” column. Recall its definition (look back at your definition if needed). Think of other words associated with the vocabulary word and write them under the “synonym” column. Think of other words not associated, or the opposite, of the vocabulary word and write them under the “antonym” column.
|Synonym |Word |Antonym |
| | | |
| |taunted | |
| | | |
| |defend | |
| | | |
| |luster | |
| | | |
| |irrational | |
| | | |
| |deliberately | |
| | | |
| |prospect | |
| | | |
| |vicious | |
Day 7 – Discussion Director, Author’s Craft, and Vocabulary Activities
[pic] Discussion Director
Chapters 9-10 (pages 88 – 122)
Directions: Your job is to involve the students in your group by thinking and talking about the section of the book you have just read. You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about issues that come up during the reading.
Your job as the Discussion Director is to come up with five (5) thinking questions. You really want to make your group think about what you all have just read. You are trying to make sure everyone in your group understands or comprehends the reading. It is very important that you ask your group critical thinking questions and not easy, right there, in the book questions. You want the members of you group to stop, think, look back at the text, and synthesize and interpret what they have read. Remember you may wish to begin your questions with the following words/phrases:
Who?, What?, Where?, When?, Why?, How?, If_______ then________?
As your teacher, I really want you to help the students in your group to go back to the book to find their answers if they don’t know them. So, to help this run very smoothly, you need to write down the questions, your answers to your questions, and the page numbers where the students can reference the text to justify their responses to your questions. I will tell you what types of questions you need to ask.
You may want to focus on the following events when thinking about and developing your questions:
• Soap Carving
• Thanksgiving
• La Noche de los Rabanos
• Clive and Skyla’s conversation about Naomi coming to Las Vegas
• Naomi going to the hospital
• Skyla’s conversation with Dr. Reed
• Naomi taking Owen into the grove to escape from Skyla
Author’s Craft
Pam Munoz Ryan chooses her words carefully, using one of the primary literary devices throughout the book. Using such figurative language both appeals to the reader’s sense of humor and makes the book more interesting. Please find at least 4 examples of simile from your reading in Chapters 9 and 10. Then explain how each instance provides meaning to the story.
| |Example From the Book: |Example From the Book: |
|Simile: a comparison including the words |Page Number: |Page Number: |
|like or as | | |
| |Example: |Example: |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|Example from Chapter 4: “Up ahead the glow | | |
|lit up the yard like a bright island, and | | |
|the tree branches seemed like giant black |How the passage adds to the meaning of the |How the passage adds to the meaning of the |
|umbrellas over our heads.” |story? |story? |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Page Number: |Page Number: |
| | | |
| |Example: |Example: |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |How the passage adds to the meaning of the |How the passage adds to the meaning of the |
| |story? |story? |
| | | |
| | | |
| | | |
| | | |
| | | |
Artistic Representation
[pic]
Please artistically represent at least 1 of the 4 similes you chose from Chapters 9 and 10.
Vocabulary for Chapters 9-10
Directions: Find these “Splendid Words” in the book Becoming Naomi Leon and use context clues to predict the meaning of the words. Then, look up the words in the dictionary or on the website . Use your predictions and the definition to come up with your own definition for each word.
|List of “Splendid |Page # | |
|Words” | |Student Definition |
| | | |
|Gnarled |88 | |
| | | |
|Gelatin |99 | |
| | | |
|Clattering |99 | |
| | | |
|Ailments |115 |Sickness; ill; unhealthy |
| | | |
|Swaddled |116 | |
Word Networks
Directions: What people, places, things, situations, or words come to mind when you hear the word swaddled?
[pic]
What people, places, things, situations, or words come to mind when you hear the word Gnarled?
[pic]
Day 8 – Discussion
This day will be used to discuss the reading and the during reading activities that were completed on days 6-7.
• DED
• Relationship Sketcher
• Vocabulary activities
• Discussion Director
• Author’s Craft
• Vocabulary activities
Vocabulary Activities for Chapters 7-10
Sentence Stems/Idea Completions
Directions: Finish each sentence to exhibit the “Splendid Word”.
1. Mary was taunted by the other girls because _____________________________.
2. Naomi was always there to defend Owen when he ________________________.
3. The diamond had a magnificent luster due to its __________________________.
4. The child acted irrational when _______________________________________.
5. The student deliberately _________________________________ to get attention.
6. Even when all hope was lost, Ian still held on to the prospect that ___________________________________.
7. The criminal was described as vicious because ___________________________.
Have you ever???
1) Describe a time when you had something with gelatin? What was it like?
2) Heard a clattering? What did it sound like?
3) What are some of the ailments you have had in your life?
Day 9 – Double Entry Diary (DED), Character Sketcher, and Vocabulary Activities
You are in the process of embarking on a journey with Naomi through good times and bad. You will be reading about her and things that happen in her life through the book Becoming Naomi Leon. As you read, you will use this Double Entry Diary, otherwise known as a DED, to keep track of what is happening and to express your own thoughts about these events. You will be reading, writing in your diary, rereading, and discussing throughout your reading of Becoming Naomi Leon.
As you are assigned your reading, you will look to specific sections in the book to seek the amount of DED entries you will need to write. You will find important words, quotations, or passages from the book. Then you will explain why those words, quotations, and passages are important—in other words, when you read them, what do those words mean to you? You will also answer the questions at the end of this DED.
You will write each entry so that it looks something like this table:
|Quote from the book (words, quotes, passages). |What it means to me |
|Please include the page and paragraph. | |
| | |
Here are options that you may choose to write about and how you might organize your thoughts:
|Significant passage copied from the text; |Connections or reactions to recorded |
|include page and paragraph #. |statement |
| | |
|Quote |Reaction (How you feel about the quote) |
|Quote |Connection (Self, Text, World) |
|Quote/Picture |Inference (What you think it means) |
|Quote |Question |
|Prediction |What really happened (You will complete this after you know.) |
|Question you have or don’t understand |Answer or possible answer from text |
|Fact from text |Your opinion |
|Effect (what happened?) |Cause (Why did it happen?) |
|Author's Craft (simile, metaphor, personification) |Explanation of what it means and how it |
| |adds importance to the passage |
Here is what your DED schedule will look like:
Part A
We will read chapters 11-12 silently. We will stop after page 153.
As you are reading, think about the following:
• What Skyla does to upset Naomi and Owen
• Gram’s reaction to Skyla hitting Naomi
• How the neighbors stepped in to help Gram, Naomi, and Owen
• Why Skyla wants to take Naomi to Las Vegas with her
• Naomi’s feelings about moving to Las Vegas with Skyla
• Gram’s plan to keep Skyla from taking Naomi to Las Vegas
• The drive to Mexico
• Their destination, Oaxaca City
• The family in Mexico that they visited
Remember to write at least 3 journal entries.
Here is an example of a DED from the first section.
|Quote: “She’s coming and she’s going to take Naomi away and she |Reaction: Owen seems really upset about Skyla slapping Naomi in |
|hit Naomi and she’s going to hurt you!” Page 123 |the face. He is also very worried that Skyla is going to take |
| |Naomi to Las Vegas with her and Clive to live and that she is |
| |going to hurt Gram if she doesn’t let her take Naomi. |
|Question: “Fine! I’ll be back with Clive to pick up Naomi at |Inference/Question: I wonder what’s going to happen to Naomi; is|
|noon on Saturday, and I expect her bags to be packed. If she’s |she going to be able to stay with Gram or is she going to have to|
|not ready, I’m going straight to the police. I’m not going to |go live with Skyla and Clive in Las Vegas. I think Gram may have|
|forget you making problems for me and Clive. Naomi doesn’t |a plan to keep Naomi, but I wonder what it will be. |
|belong to you. She belongs to me. She is my daughter.” Page | |
|127 | |
|Simile: “Naomi, I believe I feel like a clean, fluffed sheet on |Reaction: Here, Gram is comparing herself to a clean and fluffy |
|bed-making day. Yes…I think that’s how I feel.” Page 154 |sheet after it has been freshly made. In my opinion, this means |
| |that Gram feels refreshed and happy. She seems to be comfortable|
| |and content in Mexico. |
[pic]Character Sketcher[pic]
You are invited to learn more about Skyla. Please take notes on how Skyla acts, thinks, feels, and looks.
❖ To begin, reread the following passages, to find out more about Skyla Jones, Naomi and Owen’s mother.
❖ Reread page 123 paragraph 4. What did Skyla do to Naomi that made Owen upset? ___________________________________
________________________________________________________.
❖ According to page 124 paragraph 5 through page 125 paragraph 1, why did Skyla only want Naomi to come to Las Vegas with her? __________________________________________
________________________________________________________.
❖ On page 124 paragraph 4, what did Skyla say that worried Naomi the most? _________________________________________
________________________________________________________.
❖ Using page 125 paragraph 3 through page 127 paragraph 2, describe the conversation Skyla had with Gram. ____________
________________________________________________________
________________________________________________________.
❖ After reading this conversation, refer to page 125 paragraph 3, between Skyla and Gram, what kind of person does Skyla appear to be? ____________________________________________
_______________________________________________________.
Then, use the passages that describe Skyla’s actions and personality to help you complete an artistic impression of Peter.
❖ Refer back to the passages mentioned above
❖ Use other information you have read in the book
Vocabulary for Chapters 11-12
Directions: Find these splendid words in the book Becoming Naomi Leon and use context clues to predict the meaning of the words. Then, look up the words in the dictionary. Use your predictions and the definition to come up with your own definition for each word. You may also use to help you come up with a definition
|List of Splendid |Page # | |
|Words | |Student Definition |
| | | |
|Stumbled |126 |to fall over something; to trip |
| | | |
|Muster |128 | |
| | | |
| | | |
|Scrunched |134 | |
| | | |
|Dwindled |135 | |
| | | |
|Arranged |139 | |
| | | |
|Rickety |144 | |
| | | |
|Aroma |148 | |
Sentence Stem
Directions: Use your vocabulary words to complete the sentences below.
1) The _______________ of the stew filled the room and made me very hungry.
2) The snow __________________ down to nothing once the sun came out.
3) When walking to the kitchen in the dark, the boy __________________ over a pair of shoes.
4) After the books had been _________________ neatly on the book shelf, the teacher found ones she had been missing.
5) The __________________ old porch swing was constantly creaking.
6) Once realizing he had gotten the math problem wrong, the boy _______________ up the paper and threw it away.
7) The sergeant had to __________________ to troops and get them ready for their daily drills.
Examples and Non-Examples
Directions: Using the two choices given, decide which one best represents the vocabulary word given.
• Which could be described as being rickety?
A strong telephone pole or an old chair
• Which would put off a bad aroma?
A woman wearing perfume or a skunk
• Which could you scrunch?
Your hair or a computer
• Which could you muster?
A group of people or a set of books
• Which would make you stumble?
Walking to the bus stop or spinning around in circles
• Which could be arranged?
Children by their ages or a television
• Which could dwindle away?
A car or a friendship
Day 10 – Internet Workshop
|Today, I am inviting you to learn more about Mexico! We have read about Naomi's trip to Mexico and how some things are different there. |
|Now, we are going to learn more about the country in general. Please use these sites to fill in your Data Retrieval Chart (or DRC.) |
| |
|[pic] |
| |
| |
|A Kid's Life in Mexico: Written from a young Mexican girl's perspective. |
| |
| |
|National Geographic for Kids |
| |
| |
|Flip Cards made by a class. |
| |
| |
| |
| |
| |
|Data Retrieval Chart (DRC) |
| |
| |
| |A Kid’s Life |National Geographic |Flip Cards |
|Language | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Location | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Geography and Land Forms | | | |
| | | | |
| | | | |
| | | | |
|Capital | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Sports | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Other information that you | | | |
|found. | | | |
| | | | |
| | | | |
| | | | |
| | | | |
Day 11- Discussion
This day will be used to discuss the reading and the during reading activities that were completed on days 9-10.
• DED
• Character Sketcher
• Vocabulary Activities
• Internet Workshop on Mexico
Vocabulary Activity for Chapters 11-12
Have You Ever?
Directions: Read the following sentences and answer them accordingly.
• Describe a time when you stumbled.
• How might you arrange a group of books?
• When might you muster army troops?
• When might you smell a delicious aroma?
• Describe something that can be scrunched.
• What is something that might dwindle?
• Describe something that could be rickety.
Day 12- Discussion Director, Mini Internet Workshop, Vocabulary Activities
[pic] Discussion Director
Chapters 13-14 (pages 154-177)
Directions: Your job is to involve the students in your group by thinking and talking about the section of the book you have just read. You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about issues that come up during the reading.
Your job as the Discussion Director is to come up with five (5) thinking questions. You really want to make your group think about what you all have just read. You are trying to make sure everyone in your group understands or comprehends the reading. It is very important that you ask your group critical thinking questions and not easy, right there, in the book questions. You want the members of you group to stop, think, look back at the text, and synthesize and interpret what they have read. Remember you may wish to begin your questions with the following words/phrases:
Who?, What?, Where?, When?, Why?, How?, If_______ then________?
As your teacher, I really want you to help the students in your group to go back to the book to find their answers if they don’t know them. So, to help this run very smoothly, you need to write down the questions, your answers to your questions, and the page numbers where the students can reference the text to justify their responses to your questions. I will tell you what types of questions you need to ask.
You may want to focus on the following events when thinking about and developing your questions:
• Naomi’s continued lists (in English and Spanish)
• Naomi’s search for her father
• Bernardo, Beni, and Pedro’s argument over La Noche de los Rabanos
• Gram’s perspective (has it changed or stayed the same?)
• Naomi’s perspective (has it changed or stayed the same?)
• Naomi, Owen, and Ruben’s phone calls
• Oaxaca City and Mexico
• Great-Aunt Teresa
• Information about father
• Traditions and strong roots
• Las Posadas
Mini Internet Workshop - La Noche de Los Rábanos
|During chapter 13, Bernardo and his cousin, Beni discuss La Noche de Los Rábanos. They suggest that Naomi can possibly find out |
|information about her father during La Noche de Los Rábanos. They are sure her father will attend, considering it is an extremely |
|important event in the lives of the Oaxacans. This is especially true for her father's family who has participated in this event for over |
|one hundred years. Join Naomi on her journey as she discovers more about La Noche de Los Rábanos, or The Night of the Radishes. |
|[pic] |
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| An interactive website which includes factual information, as well as fascinating pictures, of radish carvings during La Noche de Los |
|Rábanos. |
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|This website gives more interesting information about La Noche de Los Rábanos. It includes pictures as well. Remember to check out the |
|additional pictures links at the bottom of the page. Also, read the captions under each picture. Important information is contained in |
|these! |
| |
|NOTE: If a word is written in Spanish, be sure to refer to the English word written in parentheses beside it for its meaning. If a Spanish|
|word is not written in English, it is more than likely a place or name, so do not worry about how to pronounce it. |
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|Watch the following video to see the actual festival and meet a few of the carvers that participate in La Noche de Los Rábanos. |
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| Complete the worksheet (located in the sidebar) by answering questions about this fascinating tradition! |
Data Retrieval Chart (DRC)
|Directions: Fill in each section of the Data Retrieval Chart, or DRC, using the two websites and the video. They contain interesting |
|and important information about this unique tradition. |
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|PBS Kids |
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|Date of Event |
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| Location of Event (in Mexico) |
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|Location of Event (in city) |
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|Descriptions of Event (Preparations for event and what they actually do at the event) |
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|Legend (Why and when the event was started) |
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|Items that are traditionally carved from the radishes |
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|Other information that you found |
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Vocabulary for Chapters 13-14
Directions: Find these “Splendid Words” in the book Becoming Naomi Leon and use context clues to predict the meaning of the words. Then, look up the words in the dictionary or on the website . Use your predictions and the definition to come up with your own definition for each word.
|List of “Splendid |Page # | |
|Words” | |Student Definition |
| | |To turn away from a previous or expected course; to do something different than what is usually |
|Deviated |154 |normal. |
| | | |
|Pored |160 | |
| | | |
| | | |
|Temporary |162 | |
| | | |
|Guardianship |162 | |
| | | |
|Mediator |163 | |
| | | |
|Brigade |174 | |
| | | |
|Municipal |175 | |
Examples and Non-Examples
Directions: Choose between the two scenarios to decide which best fits the “Splendid Word” given.
o If someone deviated from the road, they:
▪ swerved off the side of the road.
▪ drove straight down the road, staying in between the white and yellow lines.
o Caroline pored over the maps,
▪ glancing up often and not paying close attention to the exit numbers.
▪ staring intently and taking note of each detail.
o Caleb will be a temporary student at this school. As a result, he will:
▪ stay the entire year and graduate with his classmates.
▪ he will move to another school before the year is finished.
o Maintaining guardianship means to:
▪ legally take care of another person or property.
▪ let someone independently take care of themselves.
o A mediator is someone who:
▪ makes decisions and brings peace.
▪ causes trouble and arguments.
o A brigade is:
▪ a group of people or items that work together as a unit.
▪ a group of people or items that are disorganized.
o A municipal building would have offices in it dealing with:
▪ a company, a business, or an industry.
▪ a city, town, or government.
Making Choices
Directions: Read the following scenarios and follow the directions provided.
o If any of the things I say might be an example of being deviated, say deviated. If it is not an example, say nothing.
▪ Going to the grocery store and coming directly home.
▪ Going to the grocery store, running in the park, deciding to stop and get ice-cream, going back to the park to run for a while, and then going home.
▪ Having to take a different route home because the road was closed.
o If any of the things I say might be an example of someone poring at an object, say pore. If it is not an example, say nothing.
▪ “I cannot figure out this puzzle!,” said Jackson as he stared intently at the pieces.
▪ “This math assignment is as easy as pie!,” shouted Josie as she quickly finished her homework.
o If any of the things I say might be an example of a temporary situation, say temporary. If it is not an example, say nothing.
▪ “This will only hurt for a little while,” said the nurse as she gave the child a shot.
▪ “You will have a limp in your left leg for the rest of your life,” replied the doctor as he explained the side effects to the patient.
o If any of the things I say might be an example of a guardian, say guardian. If it is not an example, say nothing.
▪ A baby.
▪ People who let children live with them for extended periods of time.
▪ A man and woman who adopt a child.
o If any of the things I say might be an example of what a mediator should say during a conference, say mediator. If it is not an example, say nothing.
▪ “You are ridiculous, and I am tired or listening to your problems.”
▪ “I’m leaving!”
▪ “I understand what you are going through. Let’s talk about some solutions to your problem.”
▪ “It is perfectly fine to feel sad. We all feel sad at times. I am here for you.”
o If any of the things I say might be an example of a brigade, say brigade. If it not an example, say nothing.
▪ A unit of men in the Army.
▪ A gang of boys living on the streets of New York.
o If any of the things I say might be an example of a municipal building, saying municipal. If it is not an example, say nothing.
▪ A department store.
▪ A town hall.
▪ The police department.
Day 13- Double Entry Diary, Wanted Poster, Vocabulary Activities
You are in the process of embarking on a journey with Naomi through good times and bad. You will be reading about her and things that happen in her life through the book Becoming Naomi Leon. As you read, you will use this Double Entry Diary, otherwise known as a DED, to keep track of what is happening and to express your own thoughts about these events. You will be reading, writing in your diary, rereading, and discussing throughout your reading of Becoming Naomi Leon.
As you are assigned your reading, you will look to specific sections in the book to seek the amount of DED entries you will need to write. You will find important words, quotations, or passages from the book. Then you will explain why those words, quotations, and passages are important—in other words, when you read them, what do those words mean to you? You will also answer the questions at the end of this DED.
You will write each entry so that it looks something like this table:
|Quote from the book (words, quotes, passages). |What it means to me |
|Please include the page and paragraph. | |
| | |
Here are options that you may choose to write about and how you might organize your thoughts:
|Significant passage copied from the text; |Connections or reactions to recorded |
|include page and paragraph #. |statement |
| | |
|Quote |Reaction (How you feel about the quote) |
|Quote |Connection (Self, Text, World) |
|Quote/Picture |Inference (What you think it means) |
|Quote |Question |
|Prediction |What really happened (You will complete this after you know.) |
|Question you have or don’t understand |Answer or possible answer from text |
|Fact from text |Your opinion |
|Effect (what happened?) |Cause (Why did it happen?) |
|Author's Craft (simile, metaphor, personification) |Explanation of what it means and how it |
| |adds importance to the passage |
You will read chapters 15-17.
As you are reading, think about the following:
Chapter 15
o How does Naomi feel at the beginning of the chapter?
o The traditions of Las Navidad in Mexico
o Naomi's longing for a family.
Chapter 16
o The excitement in the beginning of the chapter.
o The significance of Naomi carving the Lion for the top of the tree
o Naomi's deep longing to find her father
Chapter 17
o The radish contest
o The family's reaction to the judge's decisions
o The desperation Naomi feels on page 205
o Other traditions of Las Navidad in Mexico
Remember to write at least 3 journal entries.
Wanted: Santiago!
Naomi has traveled to Mexico with Gram and Owen in order to find her father. Use your knowledge of Santiago and information from the book to create a Wanted poster for him. Be sure to include several facts about him as well as a picture or some sort of artistic representation of him. Also include the reasons that Naomi is looking for him.
Your wanted poster should include at least five facts about Santiago from the book.
For more information on Santiago, look on the following pages:
o Page 74
o Page 79- 81
o Page 92-94
o Page 134-135
o Page 168-169
o Page 172- 173
Also consider how Naomi is becoming desperate to find her father in Chapters 15 through 17. Be sure to include information about this in your wanted poster.
Before beginning your wanted poster, fill in the diagram below to aid you in including factual information in your poster. You may add bubbles as necessary.
Example Wanted Poster:
WANTED: SANTIAGO LEÓN
[pic]
We are looking for Santiago León. He is the father of Naomi León Outlaw. If she does not find her father, her mother could take her away from Gram and use her as a baby sitter for Clive’s daughter. Naomi’s mother Skyla is an alcoholic and has hit Naomi. Without Santiago, she may gain custody of Naomi.
Santiago is a Mexican fisherman and a carver. He is known to go to the annual Las Navidad carving in Oaxaca City every year to carve. His last known address was in Puerto Escondido, near the ocean.
Santiago is known to be a good, kind man. He once saved his children from a flood but was not able to return to them because of a hurricane. After that, the children’s mother prevented him from having contact with him. The children are now under the supervision of Gram and need Santiago’s help to keep their mother, Skyla, from taking Naomi away.
Any help is appreciated!
Call 555-099-9473 with information!
Vocabulary for Chapters 15-17
Directions: Find these splendid words in the book Becoming Naomi Leon and use context clues to predict the meaning of the words. Then, look up the words in the dictionary or on the website Use your predictions and the definition to come up with your own definition for each word.
|List of Splendid Words|Page # | |
| | |Student Definition |
| | |A situation or matter that is being dealt with or considered. Often considered as a matter of |
|Affairs |180 |personal business. |
| | | |
|Contented |183 | |
| | | |
| | | |
|Peppering |184 | |
| | | |
|Contorted |191 | |
| | | |
|Anticipation |191 | |
Examples and Non-Examples
Directions: Choose between the two to decide which best fits the Splendid Word given.
o Which things would most likely be considered someone’s affairs:
▪ Their toys and belongings
▪ Their social affairs and private business
o Which would most likely describe someone who is contented?
▪ Someone who is happy with how things have turned out today.
▪ Someone who cannot get comfortable in their chair.
o What would describe something peppering a surface?
▪ The paint completely covered the road.
▪ The rain lightly splattered the windshield.
o Which of the following could be described as being contorted?
▪ A round, giant radish
▪ A twisted, giant radish
o Which of the following exhibit anticipation?
▪ I really want tomorrow to get here so I can go to the zoo!
▪ I think I might go to the zoo tomorrow.
Have you ever?
Directions: Answer each question about the Splendid Words given.
1. When have you been told to mind your own affairs?
2. When was the last time you felt contented?
3. Name an example of something peppering a surface.
4. Give an example of something being contorted.
5. Name a time that you have felt anticipation.
Day 14- Discussion Director, Brochure, Vocabulary Activities
[pic]Discussion Director
The Night of Las Posadas
Directions: Your job is to involve the students in your group by thinking and talking about book you have just read. You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about issues that come up during the reading.
Your job as the Discussion Director is to come up with five (5) thinking questions. You really want to make your group think about what you all have just read. You are trying to make sure everyone in your group understands or comprehends the reading. It is very important that you ask your group critical thinking questions and not easy, right there, in the book questions. You want the members of you group to stop, think, look back at the text, and synthesize and interpret what they have read. Remember you may wish to begin your questions with the following words/phrases:
Who?, What?, Where?, When?, Why?, How?, If_______ then________?
As your teacher, I really want you to help the students in your group to go back to the book to find their answers if they don’t know them. So, to help this run very smoothly, you need to write down the questions, your answers to your questions, and the page numbers where the students can reference the text to justify their responses to your questions. I will tell you what types of questions you need to ask.
You may want to focus on the following events when thinking about and developing your questions:
• Las Posadas the tradition
• The reason for the tradition and celebration
• Sister Angie and the role she plays in the Las Posadas tradition
• The role of the devils
• Spanish words that are incorporated in the book
• Why Maria and Jose’s roles were so important
• The problem that Roberto and Lupe face
• The parade aspect of Las Posadas along with the singing
• The mysterious young couple
o Who were they?
o How do you know?
o Why did they call themselves Sister Angie’s friends?
• The significance of the snow on the carving
The Night of Las Posadas Brochure
[pic]
You are invited to create an informational brochure after reading The Night of Las Posadas. Your brochure should include information about the Night of Las Posadas that you have learned from reading this book as well as information you have learned from reading Becoming Naomi Leon. Please include artistic representations along with facts from the book and about the Night of Las Posadas.
Think about the following as you make your brochure:
• How The Night of Las Posadas connects to any of the holidays we celebrate
• How do they celebrate the Night of Las Posadas?
• What is the Night of Las Posadas?
• Where is the Night of Las Posadas celebrated?
• How long does it last?
• Connect this book to Becoming Naomi Leon
Vocabulary Activities for The Night of Las Posadas
Directions: Find these splendid words in the book Becoming Naomi Leon and use context clues to predict the meaning of the words. Then, look up the words in the dictionary or on the website Use your predictions and the definition to come up with your own definition for each word.
|List of “Splendid |Page # | |
|Words” | |Student Definition |
| | | |
|Portray |4 | |
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|Snarl |5 | |
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|Fidgety |6 | |
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|Burro |8 | |
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|Wretched |19 | |
Word Networks
Directions: What people, places, things, situations, or words come to mind when you hear the word Burro?
[pic]
What people, places, things, situations, or words come to mind when you hear the word Snarl?
[pic]
Day 15- Discussion
This day will be used to discuss the reading and the during reading activities that were completed on days 12-14.
• Discussion Director
• Mini Internet Workshop on La Noche de los Rabanos
• Vocabulary activities
• DED
• Wanted Poster
• Vocabulary activities
• Discussion Director (on The Night of Las Posadas)
• Brochure
• Vocabulary activities
Vocabulary Activities for Chapters 13-17 and The Night of Las Posadas
Questions, Reasons, and Examples
Directions: Read each question and provide a reason for the question. In addition, provide an example for why or when you would do the things the question asks. Remember to use recall each vocabulary word’s definition to help you understand why it would be used in a certain situation.
1. If the road was blocked, why might you want to deviate from your course?
2. Why would a detective pore over the clues and evidence several times?
3. Why would someone have temporary guardianship over a child?
4. In what type of situations would a mediator need to be calm, wise, and a good listener?
5. How might a brigade look and act?
6. What types of offices would you find in a municipal building?
Sentence Stems
Directions: Finish each sentence to exhibit the Splendid Word.
1. Joe told Alex to mind her own affairs because ____________________.
2. Lily felt contented when _____________________________________.
3. Tom peppered the sidewalk by ________________________________.
4. Tory contorted her piece of paper by ___________________________.
5. Hannah was full of anticipation because ________________________.
Have you ever?
Directions: Read the following sentences and answer them accordingly.
1) When was the last time you portrayed something or saw something being portrayed?
2) Have you ever gotten in trouble for fidgeting?
3) When was the last time you saw a burro?
Day 16- Double Entry Diary, Trading Cards, Vocabulary Activities
You are in the process of embarking on a journey with Naomi through good times and bad. You will be reading about her and things that happen in her life through the book Becoming Naomi Leon. As you read, you will use this Double Entry Diary, otherwise known as a DED, to keep track of what is happening and to express your own thoughts about these events. You will be reading, writing in your diary, rereading, and discussing throughout your reading of Becoming Naomi Leon.
As you are assigned your reading, you will look to specific sections in the book to seek the amount of DED entries you will need to write. You will find important words, quotations, or passages from the book. Then you will explain why those words, quotations, and passages are important—in other words, when you read them, what do those words mean to you? You will also answer the questions at the end of this DED.
You will write each entry so that it looks something like this table:
|Quote from the book (words, quotes, passages). |What it means to me |
|Please include the page and paragraph. | |
|Example: “There was my Regular and Everyday Worries list, which |Reaction: Naomi seems to be really organized and she really likes|
|included 1) Gram was going to die because she was old, 2) Owen |to keep lists. I also like to keep lists so I can relate to her |
|would never be right, 3) I will forget something if I don’t make |in that way. I wonder how many lists she has? |
|a list, 4) I will lose my lists, and 5) Abominations.” | |
|Page: 9, Paragraph 2. | |
Here are options that you may choose to write about and how you might organize your thoughts:
|Significant passage copied from the text; |Connections or reactions to recorded |
|include page and paragraph #. |statement |
| | |
|Quote |Reaction (How you feel about the quote) |
|Quote |Connection (Self, Text, World) |
|Quote/Picture |Inference (What you think it means) |
|Quote |Question |
|Prediction |What really happened (You will complete this after you know.) |
|Question you have or don’t understand |Answer or possible answer from text |
|Fact from text |Your opinion |
|Effect (what happened?) |Cause (Why did it happen?) |
|Author's Craft (simile, metaphor, personification) |Explanation of what it means and how it |
| |adds importance to the passage |
You will read chapters 18-end of book.
As you are reading, think about the following:
Chapter 18
• Naomi’s lion carving
• Superb Spanish Words List
• Naomi seeing Santiago in Mexico
Chapter 19
• Naomi sitting with Santiago as he carved outside on Christmas
• The long drive back to Lemon Tree
Chapter 20
• Naomi in the courtroom
• The way Skyla acted when she saw Owen and Naomi at the courthouse
• The judge’s ruling at the courthouse
Chapter 21
• Naomi the Lion
Character Trading Cards
You are invited to create character trading cards for self selected characters in the story. You will think about the following questions before creating your trading card. After you have thoroughly examined your character you are to create a trading card complete with a description of the characters appearance and actions, personality traits, the characters thoughts and feelings, quotes by the character, what you like and what you dislike about the character, a personal connection you have with the character, and an artistic representation.
Questions to consider before making your trading card:
1) What are the characters most important thoughts?
2) What does the character look like?
3) How would you describe the characters personality?
4) What do you like most about the character?
5) How does the character get along with other characters?
6) What problems or conflicts does the character encounter?
Front of the trading card:
|Artistic Representation |
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|Name: |
|Setting: |
|Appearance: |
|Personality Traits: |
|Quote: |
Back of the trading card
|Characters thoughts and feelings: |
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|What I like about the character: |
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|What I dislike about the character: |
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|My personal connection: |
Vocabulary Activities for Chapters 18-end
Directions: Find these splendid words in the book Becoming Naomi Leon and use context clues to predict the meaning of the words. Then, look up the words in the dictionary or on the website Use your predictions and the definition to come up with your own definition for each word.
|List of “Splendid |Page # | |
|Words” | |Student Definition |
| | | |
|Rumpled |212 | |
| | | |
|Sputtering |213 | |
| | | |
| | | |
|Spectacle |218 | |
| | | |
|Shuddered |229 | |
| | | |
|Mediator |230 | |
Sentence Stems/Idea Completions
Directions: Finish each sentence to exhibit the “Splendid Word.”
1) What does it mean if someone is a mediator?
_____________________________________________________________
2) Give an example of a spectacle you have witnessed?
_____________________________________________________________
3) If you are sputtering, you are doing what?
_____________________________________________________________
4) Give an example of a time when you were shuddered.
Word Networks
Directions: What people, places, things, situations, or words come to mind when you hear the word rumpled? [pic]
Day 17- Post Reading Activities
Creating an I-Poem
Directions: You will use what you have learned about Naomi and Owen to create an I-Poem for them (format below). The girls will create one for Naomi and the boys will create one for Owen. Once you have finished, you will find a partner (each group has to be a girl and a boy). You and your partner will combine your I-Poems to create a two voice I-Poem of Naomi and Owen (format below). Be prepared to share your two voice I-Poem with the class.
One Voice I-Poem
Stanza One
I am (two special characteristics)
I wonder (something you are actually curious about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem repeated)
Stanza Two
I pretend (something you pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that really bothers you)
I cry (something that makes you very sad)
I am (the first line of the poem repeated)
Stanza Three
I understand (something you know is true)
I say (something you believe in)
I dream (something you actually dream about)
I try (something you really make an effort to do)
I hope (something you actually hope for)
I am (the first line of the poem repeated)
Two Voice I-Poem
Stanza One
I am (two special characteristics)
And we are (how the two are the same)
I live (where you live-this may include your habitat, or city, state, country, etc.)
I wonder (something you are actually curious about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem restated)
Similarly we (how the two are the same; can be restated or new information)
Stanza Two
I always (what you are known for)
I pretend (something you actually pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that really bothers you)
I cry (something that makes you very sad)
I excel (something you are good at doing)
I am (the first line of the poem repeated)
And we both (how the two are the same; can be restated or new information)
Stanza Three
I understand (something you know is true)
I say (something you believe in)
I’m as _____as (a simile)
I dream (something you actually dream about)
I try (something you really make an effort about)
I hope (something you actually hope for)
I was once (describes how you have changed)
I am (the first line of the poem repeated)
And most importantly we (the most important way that represents how the two are the same)
Final Vocabulary Assessment
Multiple Choice: Choose the best answer for the following questions.
1. Which would best describe something that would make you disappointed?
a. Going swimming on a hot day
b. Special plans being cancelled
c. Getting a new puppy
2. Which of the following action would be described as clumsy?
a. Dropping all of your books because you did not pay attention
b. Helping someone up after they fell down
c. Throwing a baseball
3. Which of the following would describe something nimble?
a. A hair band that can bend
b. A stiff leg after sitting too long
c. Quick moving fingers weaving through hair
4. Which of the following animals is typically thought of as vicious?
a. A lamb
b. A wolf
c. A cow
5. Which of the following could be described as gnarled?
a. A disfigured tree
b. A hole in the ground
c. A dog growling
6. Which of the following could be described as rickety?
a. A new bridge
b. A wooden staircase supported by beams
c. A condemned house
7. Which of the following could be described as temporary?
a. A sign that was put up fifty years ago
b. A permanent sign
c. A sign that will be taken down soon
8. Which of the following describes someone who may be described as contented?
a. Someone who is pleased with the way their day has gone
b. Someone who is upset with their friend
c. Someone who is uncomfortable
9. Which of the following describes someone who is fidgety?
a. Someone has been reading the same book for an hour
b. Someone who is calm and still
c. Someone who cannot be still
10. Which of the following describes someone displaying obedience?
a. Someone doing what they want
b. Someone doing something bad
c. Someone following directions
Definitions: Write your own definition and a descriptive sentence for each of the following words:
11. Dazzling
12. Awning
13. Defend
14. Clattering
15. Scrunched
16. Guardianship
17. Anticipation
18. Spectacle
19. Clasped
20. Coax
Multi-Text Outline
Before Reading Activities
Day 1
• KWL on Mexico and Mexican Culture (Individual and Whole Class)
• Prediction using cover and back of book (Whole Class)
During Reading Activities
Day 2
• Chapters 1-3
o Double Entry Diary (DED), Character Sketcher, and Vocabulary Activities (Individual)
Day 3
• Dream Carver (non-fiction text)
o Double Entry Diary (DED), Cinquain poem, and Vocabulary Activities (Individual)
Day 4
• Chapters 4-6
o Discussion Director, Glass Case Activity, and Vocabulary Activities (Individual)
Day 5
• Discussion: Chapters 1-6 and Dream Carver
o Oral Vocabulary Review Activities (Group and Whole Class)
Day 6
• Chapters 7-8
o Double Entry Diary (DED), Character Relationship Sketcher, and Vocabulary Activities (Individual)
Day 7
• Chapters 9-10
o Discussion Director, Author’s Craft, and Vocabulary Activities (Individual)
Day 8
• Discussion: Chapters 7-10
o Oral Vocabulary Review Activities (Group and Whole Class)
Day 9
• Chapters 11-12
o Double Entry Diary (DED), Character Sketcher, and Vocabulary Activities (Individual)
Day 10
• Internet workshop on Mexico (Individual and Whole Class)
o Data Retrieval Chart (DRC)
Day 11
• Discussion: Chapters 11-12 and Internet workshop (Individual and Whole Class)
o Oral Vocabulary Review Activities (Group and Whole Class)
Day 12
• Chapters 13-14
o Discussion Director, Mini Internet Workshop on Las Noches de Las Posadas, Data Retrieval Chart (DRC) and Vocabulary Activities (Individual)
Day 13
• Chapters 15-17
o Double Entry Diary (DED), Wanted Poster, and Vocabulary Activities (Individual)
Day 14
• Las Noches de Las Posadas (non-fiction text)
o Discussion Director (Individual)
o Brochure (Group)
o Vocabulary (Individual)
Day 15
• Discussion: Chapters 13-17 and Las Noches de Las Posadas
o Oral Vocabulary Review Activities (Group and Whole Class)
Day 16
• Chapters 18-end
o Double Entry Diary (DED), Trading Cards on Characters, and Vocabulary Activities (Individual)
Post Reading Activities
Day 17
• I Poem
o First poem: Let each student, individually, write a one person “I poem” from either Naomi or Owen’s perspective (let them choose one character). (Group)
o Second poem: As a class, compare the two poems. Compare, contrast, and combine all of the poems about Naomi into one poem, using at least one line from each student’s poem. Do the same for Owen. Then, develop the “I poem” about Naomi and the “I poem” about Owen into a two person “I poem.” (Whole Class)
Rubric
Becoming Naomi Leon
|Activity/Criteria |Points Earned/ Total possible |
| |points |
|KWL | |
|All columns are completed. |/10 |
|Effort is apparent when composing facts for K and L columns. | |
|Thought is apparent when composing questions for W column. | |
|Pre-reading Activities | |
|Both of the prediction activities are completed. |/10 |
|Thought is apparent in predictions made about the book using the cover and the back. | |
|DED for Chapters 1-3 | |
|Appropriate amount of journal entries are included. |/15 |
|Journal entries show thoughts and ideas. |(5 points each) |
|Specific quotes from book are listed for all entries. | |
|Character Sketcher for Chapters 1-3 | |
|Traits are included and thorough. |/15 |
|Page numbers are included. |(5 points each) |
|Artistic representation is complete and thoughtful. | |
|Vocabulary Activities for Chapters 1-3 | |
|Definitions are in student’s own words. |/15 |
|Activities are completed. |(5 points each) |
|All activities have correct answers or responses. | |
|DED for Dream Carver | |
|Appropriate amount of journal entries are included. |/15 |
|Journal entries show thoughts and ideas. |(5 points each) |
|Specific quotes from book are listed for all entries. | |
|Descriptive Adjective Activities | |
|Activities are completed. | |
|Activities show considerable effort. |/5 |
|Work is correct. | |
|Vocabulary Activities for Dream Carver | |
|Definitions are in student’s own words |/15 |
|Activities are completed |(5 points each) |
|All activities have correct answers or responses | |
|Discussion Director for Chapters 4-6 | |
|Appropriate amount of questions are listed. |/15 |
|Page numbers and paragraphs are included for each question listed. |(5 points each) |
|Questions are “EOG” quality questions. | |
|Questions show considerable effort in creating. | |
|Glass Case Activity for Chapters 4-6 | |
|Artistic Representation is thoughtfully created. |/5 |
|Activity shows artistic effort. | |
|Activity is properly focused on student’s “Glass Case Item.” | |
|Vocabulary Activities for Chapters 4-6 | |
|Definitions are in student’s own words |/15 |
|Activities are completed |(5 points each) |
|All activities have correct answers or responses | |
|DED for Chapters 7-8 | |
|Appropriate amount of journal entries are included. |/15 |
|Journal entries show thoughts and ideas. |(5 points each) |
|Specific quotes from book are listed for all entries. | |
|Relationship Sketcher for Chapters 7-8 | |
|Traits of the relationships are included and thorough. |/15 |
|Page numbers are included. |(5 points each) |
|Artistic representation is complete and thoughtful. | |
|Vocabulary Activities for Chapters 7-8 | |
|Definitions are in student’s own words |/15 |
|Activities are completed |(5 points each) |
|All activities have correct answers or responses | |
|Discussion Director for Chapters 9-10 | |
|Appropriate amount of questions are listed. |/15 |
|Page numbers and paragraphs are included for each question listed. | |
|Questions are “EOG” quality questions. | |
|Questions show considerable effort in creating. | |
|Author’s Craft for Chapters 9-10 | |
|Chart includes 3 or more examples of personification, simile, or onomatopoeia with page numbers. |/5 |
|Explanations are included about how the examples add to the text. | |
|Artistic representations of author’s craft are thoughtful and creative. | |
|Vocabulary Activities for Chapters 9-10 | |
|Definitions are in student’s own words |/15 |
|Activities are completed |(5 points each) |
|All activities have correct answers or responses | |
|DED for Chapters 11-12 | |
|Appropriate amount of journal entries are included. |/15 |
|Journal entries show thoughts and ideas. |(5 points each) |
|Specific quotes from book are listed for all entries. | |
|Character Sketcher for Chapters 11-12 | |
|Traits are included and thorough. |/15 |
|Page numbers are included. |(5 points each) |
|Artistic representation is complete and thoughtful. | |
|Vocabulary Activities for Chapters 11-12 | |
|Definitions are in student’s own words |/15 |
|Activities are completed |(5 points each) |
|All activities have correct answers or responses | |
|Internet Workshop on Mexico | |
|All questions are completed and correct. |/5 |
|Student remained focused and was not a distraction to those around them. | |
|Discussion Director for Chapters 13-14 | |
|Appropriate amount of questions are listed. |/15 |
|Page numbers and paragraphs are included for each question listed. | |
|Questions are “EOG” quality questions. | |
|Questions show considerable effort in creating. | |
|Internet Workshop for Chapters 13-14 | |
|All questions are completed and correct. |/5 |
|Student remained focused and was not a distraction to those around them. | |
|Vocabulary Activities for Chapters 13-14 | |
|Definitions are in student’s own words |/15 |
|Activities are completed |(5 points each) |
|All activities have correct answers or responses | |
|DED for Chapters 15-17 | |
|Appropriate amount of journal entries are included. |/15 |
|Journal entries show thoughts and ideas. |(5 points each) |
|Specific quotes from book are listed for all entries. | |
|Wanted Poster for Chapters 15-17 | |
|Artistic effort was shown in creating Santiago’s portrait. |/5 |
|Appropriate amount of facts about Santiago are included and correct. | |
|The reasons for Naomi and her family looking for Santiago are included. | |
|Vocabulary Activities for Chapters 15-17 | |
|Definitions are in student’s own words |/15 |
|Activities are completed |(5 points each) |
|All activities have correct answers or responses | |
|Discussion Director for The Night of Las Posadas | |
|Appropriate amount of questions are listed. |/15 |
|Page numbers and paragraphs are included for each question listed. | |
|Questions are “EOG” quality questions. | |
|Questions show considerable effort in creating. | |
|Brochure for The Night of Las Posadas | |
|Artistic effort was shown in creating brochure. |/5 |
|Appropriate amount of facts about The Night of Las Posadas are included and correct. | |
|Vocabulary Activities for The Night of Las Posadas | |
|Definitions are in student’s own words |/15 |
|Activities are completed |(5 points each) |
|All activities have correct answers or responses | |
|DED for Chapters 18 - End. | |
|Appropriate amount of journal entries are included. |/15 |
|Journal entries show thoughts and ideas. |(5 points each) |
|Specific quotes from book are listed for all entries. | |
|Trading Cards for Chapters 18 – End. | |
|Artistic effort was shown in creating trading cards. |/5 |
|Appropriate amount of facts about the characters are included and correct. | |
|Appropriate number of trading cards are included. | |
|Vocabulary Activities for Chapters 18 – End. | |
|Definitions are in student’s own words |/15 |
|Activities are completed |(5 points each) |
|All activities have correct answers or responses | |
|Vocabulary Assessment | |
|All answers are correct. |/20 |
|After Reading Activity: I-poem for Two Voices | |
|Poem is written from the perspective of two of the main characters in the book. |/5 |
|Poem follows the appropriate style and format of writing. | |
|Carefully planned word choice is apparent. | |
|Factual information is included within poem. | |
|Total | |
| |/425 |
Summaries of the 8 Additional Unit Books
The Miracle of the First Poinsettia
By: Joanne Oppenheim
2nd Grade
The Miracle of the First Poinsettia is considered to be a Mexican Christmas story. It is about a young girl named Juanita who lives in a Mexican village high in the mountains of Mexico. La Noche Buena, or Christmas Eve, was getting close and Juanita wondered what she would buy for her family. She wondered through the village market in search of the perfect gifts; however, there was one problem. Juanita’s father had lost his job and the family had no extra pesos, or money, to buy gifts. She worried how she would attend church because she had no gifts or money to give, but her mother assured her that she had plenty of gifts – those that she has in her heart. Actually, on her way to the church, Juanita was informed by a statue of an angel to take the weeds that were growing near the statue. Juanita took the advice but was scared to enter the church for fear of being ridiculed by others. As she walked towards the alter carrying the weeds, she heard gasps of people commenting on how beautiful they were. She soon realized that the weeds had transformed into beautiful read flowers, which were gifts from the heart. These flowers became known to the people as Poinsettias and are now used to decorate churches and homes all over at Christmastime.
This book could be used as an additional resource to Becoming Naomi Leon because it explores the Christmas of a young Mexican girl, Juanita. Naomi, being a young Mexican girl, can be related to Juanita. Also, in Becoming Naomi Leon, a Mexican Christmas tradition is discussed, which can be related to this Christmas story. Students can get a much broader picture of different Christmas traditions celebrated throughout Mexico. The poinsettia that was discussed throughout this book can also be related to current traditions, especially considering that they are commonly seen and used throughout the world during the Christmas season. Students would be able to gain tons of valuable information by reading this alongside Becoming Naomi Leon.
The Piñata Maker - El Pinatero
By: George Ancona
3rd Grade
The Piñata Maker is a story about an older man named Don Ricardo, or Tio Rico as the children call him. He is a piñata maker who lives in a southern Mexico village. Ricardo makes bold and intricate piñatas that bring much enjoyment to the children in Mexico. He also is well known for his puppets and masks that he uses to fill the lives of children with excitement.
The book is told in English and Spanish, which provides an opportunity for many people to read it. It also provides real life pictures of children in Mexico who are enjoying the creations of Ricardo. These piñatas, puppets, and masks are a symbol of Mexico and their traditions and cultures.
In conjunction with Becoming Naomi Leon, this book could be provided for students to read. It will provide them with an insight into a factual Mexican tradition of using piñatas, puppets, and masks for entertainment. This tradition had leaked into American traditions by using piñatas and such a different types of parties. By reading this, children will be able to see where the history of piñatas comes from and how popular they are in Mexico. Naomi, who is a young Mexican-American girl, could have grown up with the use of piñatas, puppets, and masks. Students could relate this tradition to Naomi and her family. This would be a great resource for children to broaden their knowledge of Mexican traditions, especially considering they had already learned some throughout Becoming Naomi Leon.
Esperanza Rising
By: Pam Munoz Ryan
4th Grade
Esperanza Rising was written by the same author as Becoming Naomi Leon. It was also written as a form of a prequel to the book we chose. In the story a young girl faces many of the same tribulations and life experiences as Naomi. She experiences what it is like to be poor as well as rich. It is also focused on Mexican-American cultures and traditions. She begins the story as a wealthy girl with everything she could ever imagine but she finds herself fleeing to California with her mother to work on a Mexican farm where she learns what it is like to be a poor servant. We felt as though Esperanza Rising could be used in conjunction with an Author Study on Pam Munoz Ryan and it could also be incorporated into a literature unit by itself on a fourth grade level. Students could learn about the different types of foods that were discussed in Esperanza Rising like the grapes, avocados, and guava. This story shows how a young girl can make it through any situation and can rise up to show courage and character even in the toughest of times.
Paint The Wind
By: Pam Munoz Ryan
5th Grade
Paint the Wind was written by the same author as Becoming Naomi Leon. This book is about a young girl named Maya who lives with her grandmother in California. She has recently lost both of her parents and she is trying to help her grandmother the best she can since she is still mourning the death of her father. Maya has to keep the memories she has of her mother hidden since he grandmother feels as though her mother ruined her father’s life. She deeply wants to keep the pictures and the small remnants but she knows if her grandmother sees them they will be taken away forever. Though Maya lives in a wealthy household with all the material items she could ever desire she does not have friends, freedom, or fun. Maya loves horses and she desperately wants to come face to face with a hose. She finally gets the chance to see a horse when she goes to Wyoming to her mother’s family’s ranch. Maya finds herself with a flood of emotions and she feels conflicted over whether she should like her mother’s family or feel the way her grandmother wants her to feel. This story goes along with some of the same conflicting emotions we found in Becoming Naomi Leon. It could also be used along with other stories written by Pam Munoz Ryan to show how her writing styles compare and contrast within written works.
Pedro’s Burro
By: Alyssa Satin Capucilli
Pre-Primer
Pedro’s Burro is a story about a young boy and his father going to the market to find a burro. It is a pre primer level book that tells readers about the many uses for burros. We chose this book to go along with Becoming Naomi Leon because both stories are set in Mexico and are about Hispanic children. This book would be ideal for students who are behind to read or for an easy read for other children.
Rosa Raposa
By: F. Isabel Campoy
2nd Grade
Rosa Raposa is a level two trickster tale from South America. It is the story of how Rosa Raposa tricks the hungry Jaguar to keep from being dinner. We chose this book because trickster tales are part of South American Tradition. In Becoming Naomi Leon, Naomi examines some of the traditions of Mexico. This book could be utilized to examine the tradition of storytelling in South America.
A Mexican Christmas
By: Michael Ross
2nd Grade
The book, A Mexican Christmas, takes readers on a journey throughout Mexico and its many traditions surrounding Christmas. Since much of the main text, Becoming Naomi Leon, surrounds the holiday of Christmas, as well as its many traditions, we knew that this would be a great supporting text to help students understand important concepts.
The book is divided into six sections. Each one of the sections focuses on a specific event. These include Fiesta of the Virgin Guadalupe, Las Posadas, Fiesta of the Virgin of Soledad, Night of the Radishes, Noche Buena, and Day of the Three Kings. In addition, the book includes a recipe, Spanish words and names, further readings, and an index. It is filled with factual information and is a wonderful resource for teachers and students alike.
It was also helpful that three of the six events were mentioned in Becoming Naomi Leon. Las Posada, occurring from December 16-24, is the main event surrounding Christmas. Naomi, her family, and her friends all participated in this event. A Mexican Christmas gives a detailed explanation of the events and traditions surrounding this nine-day holiday. It describes actual things that happened to Naomi and her family, such as the walk through town, the piñata, and the food. It also includes vibrant pictures of real people participating in these events.
Night of the Radishes, on December 23, is also an extremely important event in the life of Naomi. It is at this event that Naomi first sees her father. It is also an important event in the lives of her family, the Soledad’s. In the book, we see what happens on the Night of the Radishes, but we do not know why the event occurs. A Mexican Christmas highlights the origins of the event as well as the preparations that take place for the event to occur. It includes the entire community working together to create a special festival. The pictures of the radish carvings are also vibrant and beautiful. It really highlights the talent of the Oaxacan people.
Even though the Fiesta of the Virgin of Soledad, a saint, was not mentioned in Becoming Naomi Leon as an actual event, Soledad is Naomi’s last name. Her name’s importance is also mentioned by her father. He describes the Virgin of Soledad as one which protects him while he is at sea. Therefore, students might like to learn more about the event and history of the saint. It might help them make connections to Naomi and her name.
The main reason we chose this book is because it shows that each event is real. Real people participate every year, and it is an important part of their lives. The pictures also help children see exactly what the book is talking about. They paint a clear picture of what exactly happens during each event.
Daily Life in Ancient and Modern Mexico: Mexico City
By: Steve Cory and Ray Webb
4th Grade
Becoming Naomi Leon focuses on the city of Oaxaca. It is a very important city, considering its long history of cultural and folk-art influences. However, Mexico City is Mexico’s capital, and we feel that it should be included as a nonfiction text in the study of Mexico and Mexican-Americans.
This book gives geographic information about Mexico City, as well as its long history. It begins by taking the reader back thousands of years, to the ancient times of Mexico. It discusses farming practices, wars between other native peoples, architecture, religious practices, and the colonial expansions. It gives historical information about the origins of the native people of Mexico. We feel it is important for students to know about the capital of the country they are studying. It is also vital to know the customs, traditions, and ways of living of Mexicans, past and present.
Daily Life in Ancient and Modern Mexico City begins with ancient times and moves into the present. It describes not only the cultural influences that shaped Mexico, but the historical, economic, and political factors as well. It paints a clear picture of what life was like then and what life is like now. The pictures provided on each page are also helpful in understanding farming practices, architectural structures, and religious customs. We feel that students will be drawn to the colorful pictures and interesting information. The topics are divided into sections and often include captions or information boxes for easy navigation through each page. The timeline, located in the back of the book, is an excellent resource for students to understand a general idea of Mexico City’s history.
Not only does it focus on Mexico City, but it highlights several other areas of Mexico as well. It would be a useful activity to have students juxtapose Mexico City with Oaxaca, or any other city. They could compare cultural, economic, political, and historical events over time. They could see how Mexico City might have had an influence on Oaxaca, or vice versa. In conclusion, Daily Life in Ancient and Modern Mexico is an excellent resource for students and teachers alike.
North Carolina Language Arts Standard Course of Study: Grade 5
|Unit Activity |NC Language Arts - Grade 5 |
|The vocabulary activities ask students to define Tier 2 vocabulary|1.01 Expand and refine vocabulary through knowledge of prefixes, |
|words. This is followed by oral and written related activities. |suffixes, roots, derivatives, context clues, and etymologies (word|
|This word knowledge is assessed at the end of the unit using a |origins) to assist comprehension. |
|variety of activities. Students are asked to finish sentences |1.02 Select key vocabulary critical to the text and apply |
|using appropriate vocabulary, compare and contrast synonyms and |appropriate meanings as necessary for comprehension. |
|antonyms, and use the words to create an artistic representation. |1.03 Increase reading and writing vocabulary through: |
|For example, students examine the author’s craft by investigating |wide reading. |
|adjectives, or descriptive words, used by the author. Then, |word study. |
|students create an artistic representation, such as in the “Glass |word reference materials. |
|Case Activity.” They also create poems (cinquain and “I poem”) |content area study. |
|using the author’s craft. |writing process elements. |
| |writing as a tool. |
| |debate. |
| |discussions. |
| |seminars. |
| |examining the author's craft. |
| |1.04 Use word reference materials (e.g., glossary, dictionary, |
| |thesaurus, online reference tools) to identify and comprehend |
| |unknown words. |
|Students completed a KWL before we began the unit to assess what |2.02 Interact with the text before, during, and after reading, |
|they know, want to know, and learned about Mexico and Mexican |listening, and viewing by: |
|culture. Students used a variety of resources to gather their |making predictions. |
|information. Students made predictions about the book by answering|formulating questions. |
|questions asked by the teacher. The teacher asked questions about|supporting answers from textual information, previous experience, |
|the front cover and back cover of the book by highlighting |and/or other sources. |
|pictures and text. |drawing on personal, literary, and cultural understandings. |
| |seeking additional information. |
| |making connections with previous experiences, information, and |
| |ideas. |
|After reading the main text, Becoming Naomi Leon, students |2.05 Evaluate inferences, conclusions, and generalizations and |
|complete activities such as Double Entry Diaries (DED), Discussion|provide evidence by referencing the text(s). |
|Directors, and Character Sketchers. For the Double Entry Diaries |2.08 Explain and evaluate relationships that are: |
|(DED), students noted important quotes, reactions, and connections|causal. |
|made within the book. The Discussion Director activity asked |hierarchical. |
|students to plan five critical thinking questions to discuss |temporal. |
|within small groups. The Character Sketcher activity had students|problem-solution. |
|look at implicit character traits that were not explicitly stated |2.09 Listen actively and critically by: |
|within the novel. Therefore, students analyzed the characters and|asking questions. |
|studied their importance in the novel. After reading the |delving deeper into the topic. |
|supporting, non-fiction texts, Dream Carver and The Night of Las |elaborating on the information and ideas presented. |
|Posadas, students participated in an Internet Workshop to seek |evaluating information and ideas. |
|additional information on the topic. After exploring the provided|making inferences and drawing conclusions. |
|websites, they completed a data retrieval chart (DRC). This |making judgments. |
|helped them organize their data in a clear and useful way. |3.01 Respond to fiction, nonfiction, poetry, and drama using |
| |interpretive, critical, and evaluative processes by: |
| |analyzing word choice and content. |
| |examining reasons for a character's actions, taking into account |
| |the situation and basic motivation of the character. |
| |creating and presenting a product that effectively demonstrates a |
| |personal response to a selection or experience. |
| |examining alternative perspectives. |
| |evaluating the differences among genres. |
| |examining relationships among characters. |
| |making and evaluating inferences and conclusions about characters,|
| |events, and themes. |
| |3.03 Justify evaluation of characters and events from different |
| |selections by citing supporting evidence in the text(s). |
| |3.06 Conduct research (with assistance) from a variety of sources |
| |for assigned or self-selected projects (e.g., print and non-print |
| |texts, artifacts, people, libraries, databases, computer |
| |networks). |
|Activities such as the Glass Case Activity, the Character |3.02 Make connections within and between texts by recognizing |
|Relationship Sketcher, the Cinquain poem, the Wanted Poster, and |similarities and differences based on a common lesson, theme, or |
|the Trading Cards all let students create artistic |message. |
|representations. Students are provided with the opportunity to |3.03 Justify evaluation of characters and events from different |
|express their feelings and opinions about the book through |selections by citing supporting evidence in the text(s). |
|artistic ways. Literature is often incorporated through composing|4.07 Compose a variety of fiction, nonfiction, poetry, and drama |
|poetry, summaries, and creative writing. |using selfselected topic and format (e.g., poetry, research |
| |reports, news articles, letters to the editor, business letters). |
Rationale for Multi-Text Study
Context:
I created this multi-text study in RE 4030 under the advisement of Dr. Beth Frye in the fall of 2009 as a Block II requirement. The study is geared toward the fifth grade and was created around the fiction book entitled Becoming Naomi Leon and the nonfiction books entitled Dream Carver and The Night of Las Posadas. In addition, two Internet Workshops focusing on Mexico and a tradition called, “The Night of the Radishes,” were created to promote a deeper understanding of life in Mexico, as well as Mexico’s rich traditions. It also helped the reader better understand the events taking place in the book, Becoming Naomi Leon. This unit is a language arts unit which integrates social studies by studying topics such as Mexican-American culture, foster homes, poverty, and traditions.
The references for our unit are as follows:
Cohn, D. (2002). Dream carver. San Francisco, CA: Chronicle Books, LLC.
DePaola, T. (1999). The night of las posadas. New York, NY: G.P. Putnam’s Sons.
Mader, Ron. (2009, August 19). Radish night. Retrieved from .
Munoz, P. (2004). Becoming naomi leon. New York, NY: Scholastic, Inc.
National Geographic Kids, Initials. (1996-2009). People and places in the spotlight. Retrieved from .
Nicole. Welcome to mexico. Retrieved from .
Peters, S. & P. (1997-2009). Noche de rabanos in mexico - night of the radishes. Retrieved from .
S., Sydney. (2002). A Kid's life in mexico. Retrieved from .
Impact:
This multi-text study is a great way to integrate both fiction and non-fiction texts through very creative and engaging formats. Through reading the main text, Becoming Naomi Leon and the two supporting texts, Dream Carver and The Night of Las Posadas, students are given the opportunity to think critically about what they read while completing a variety of engaging language arts activities that connect to the multi-texts. I chose to develop this unit because it will help students learn about Mexican-American culture, while enhancing their critical thinking skills through carefully planned activities. Since I did not have a chance to implement my multi-text study this semester, I hope to put the unit to use in my student teaching and future classroom in order to engage the interests and intellects of my students.
Alignment:
This multi-text study unit aligns with the Department of Public Instruction standard 1, indicator 3. In this study, I have included not only a fictional text, Becoming Naomi Leon, but I have also included non-fictional texts which addresses diversity through introducing students to cultural and religious traditions (carving and Las Posadas). This unit also aligns with the Department of Public Instruction standard 1, indicator 4. This indicator is met through addressing the needs of students by providing a variety of instructional activities in which students are able to exercise their communication skills through a multitude of reading, writing, listening, and speaking activities that cater to a multitude of learning styles. This study aligns with standard 1, indicator 5. Throughout the multi-text study, I ask students questions in order to activate prior knowledge that they have about the books they are reading. Students are provided with individual and small group activities in which they are able to interact with the text in order to increase their reading and comprehension skills. This lesson also meets standard 1, indicator 6. As a teacher, it is my job to encourage the development of literacy in each of my students. It is also my job to cater to the individual needs of the students in my class by providing developmentally appropriate activities that will help and not hinder the development of literacy. Standard 7, indicator 2 is met through integrating language arts, social studies and technology into this unit. Students are reading, writing, learning about Mexican-American culture and participating in an internet workshop. Standard 7, indicator 3 is met by activating the prior knowledge of students through having them make predictions about their reading. Standard 7, indicator 5 is met by providing the students with activities that cater to a variety of different learning styles. As a part of this study, students will be artistically representing similes, participating in a character sketcher activity, working in small groups in a discussion director activity, writing poems, and even creating a wanted poster for one of the characters in Becoming Naomi Leon. Standard 7, indicator 7 is met by assessing students both informally and formally through observations and a written vocabulary assessment at the end of the vocabulary activities section of the multi-text study. Standard 8, indicator 3 is met by encouraging students to use critical thinking skills when reading or writing through the use of positive feedback and guidance. Standard 8, indicator 4 is met through providing students with exciting and interesting literature such as the novel Becoming Naomi Leon, Dream Carver, and The Night of Las Posadas. Standard 8, indicator 5 is met by providing students with a variety of different writing activities such as writing an “I am” poem, creating a wanted poster, writing entries in a double-entry diary, and creating several other artistic activities (“Glass Case” activity and “Trading Cards”). Students are encouraged to share their products in both small and large group settings. Standard 8, indicator 6 is met by making sure that I, as the teacher, use proper English when working with students so that I will serve as a good model for them as they continue to develop their use of the English language.
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[pic]
[pic]
L – What I Learned
W – What I Want to Know
K - What I Think I Know
[pic]
[pic]
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Discussion Director
Chapters 4-6 (pages 34 – 60)
1. panicked
2. to be suddenly overcome with a feeling of fright or anxiousness; to be scared or worried.
3. verb
4. I panicked when I got to school and realized I had left my homework on my bed.
[pic]
Swaddled
Gnarled
Wretched
Snarl
Rumpled
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