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Grade 7 ENL- Unit 2 2018-2019“I came to realize that learning and knowledge were the only stable things in my life.” ~Francisco J. Rationale In Francisco Jimenez’s The Circuit, he and his family immigrated to California from Mexico in 1947 when he was a young boy. Their parents led them across the border in search of a better life and out of the poverty that was crippling them in rural Mexico. They arrived dreaming of “streets lined with gold” only to find a cruel and brutal life in the migrant labor camps of California. Living in old army tents and following the crops up and down the Central Valley, Francisco’s childhood was spent picking cotton, strawberries and grapes instead of engaging in typical childhood activities. He didn’t speak the language and had no friends. He could rely only on his deep faith and devoted parents.Throughout the book, Jimenez, or Panchito as he was known as a child, provides the reader with a series of independent yet intertwined short stories that bring the reader into the experiences of a migrant child whose family moves from Mexico to California in hope of a better life. Francisco Jimenez uses stories from his own life to portray what it's like to be a child who must hide from truant officers when farm work must be done and who must hide from immigration officials in order to continue living in this country. In The Circuit students will explore the topics of immigration, migration, poverty, the American Dream, discrimination, adaptation, child labor, impermanence, hope and its effects on family, culture, and identity through the various perspectives revealed by the author’s struggles that he must overcome. Students will also explore the important and controversial topics of illegal immigration, the struggles faced en route, and the contemporary political and social issues between the United States and Mexico. Students will ultimately analyze the diverse motives that lead people to abandon their homeland in search of an alternative way of life that borders on escape and the challenges they overcome once they arrive in this new land of opportunities. Through a series of tasks based on the actions of Francisco and other characters in the book, students will have the opportunity to evaluate and argue a claim regarding the topics of the importance of immigration/migration, poverty, family and the American Dream.Theme: Expectations Vs. RealityAnchor Text: The Circuit by Francisco JimenezEssential Question: What is the American dream? Is it always attainable?Performance tasks will require students to: ● Use language objectives such as, but not limited to, adjectives, prepositions, verb tenses, sentence structures, figurative language, sequence, cause and effect, etc;● Identify and analyze characters and their traits within a text;● Identify literary elements within a text;● Make predictions and personal connections with the text;● Cite evidence and develop their ideas in writing with examples from the text; ● Compare and contrast within the text; ● Make a claim and support it with evidence.● State a position and support it with evidence. Guiding Questions:What is an autobiography? How does it differ from other genres?What is immigrant? How does it affect your personal life?What is a migrant? How does it affect your personal life?What is the American dream?What is the La Frontera?What does La Frontera symbolize to the author’s family?What is La migra?What are migrant workers?How do challenges lead to new learning?How can understanding the social, historical, and cultural dimensions in a text help us gain a deeper understanding of the text, author, and the impact of the text on society?Where does our sense of identity come from? Can an identity truly change?Expectations of the American Dream vs the reality of their life SUMMATIVE ASSESSMENT Planning with the End in MindSummative TaskThroughout history, many foreigners have moved to the United States to have a better way of life for their family and receive a better education. Likewise, the experiences Panchito writes about in The Circuit mirror the experiences of these immigrant families and migrant workers. Papa, in particular, demonstrates this desire for the “American Dream” by doing what he thought was best for his family in order for them to have a better life. On the first page of the story, Papa? says “Once we cross la frontera, we’ll make a good living in California”: the hope of every immigrant family.In a well-developed essay discuss what the American Dream means to you and why you have this belief (use your experience as an immigrant, or anyone you know that is an immigrant, as an example). Then analyze whether or not Panchito is able to accomplish the American Dream in relation to your beliefs and finally argue whether the American Dream is always attainable or not, based on additional experiences presented, discussed and researched in class.RL.7.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.W.7.1 Write arguments to support claims with clear reasons and relevant evidenceW.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.7.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.W.7.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. W.7.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.Introduction: Essential QuestionInstructional QuestionsLearning ActivitiesStandards What is an autobiography and how does it differ from other genres?Which experiences are worth writing about?How can we make predictions using the title of the book?What does it mean to be an immigrant/migrant?What is the American Dream? (EQ)Is the American Dream always attainable? (EQ)Think- Pair-Share: Student will think and define the term Dream independently. Then, they will share their answers with a classmate. Following, will be a whole class discussion based on their responses. (What is the American Dream? Is the American Dream always attainable?) on a Post-it and place it on chart paper.Anticipatory Guide: SWBAT to agree/disagree with statements that will help them make connections with what they are going to read.Novel Ideas: Anticipatory Activity with the title/cover of the book The Circuit. We think a story called “The Circuit” may be about: Know & Wonder Chart: To activate prior knowledge, students will complete a class “Know/Wonder” Anchor Chart, where they can share things they already know about immigration and migrant workers, and generate questions to keep in mind. Meet the Writer: Students will build background knowledge about the author and the challenges he had to overcome by reading about the author and where comes from. (What obstacles did Jime?nez have to overcome to get to where he is today?)RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. W 7.2 Use precise language and domain-specific vocabulary to inform about or explain the topic.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.Supplemental Texts / Resources:Vocabulary: “Who’s Coming to America?” NY Times Article Building BackgroundKnowledge on Migrant Workers (images and text) “Migrant Workers and Braceros” (1930s-1964) “The American Dream” VisualsVideo: The American Dream watch?v =C48aGtPIuZo (and corresponding NY Times Article)Neil Diamond “America” lyrics“Migrants Toil in US Fields” Videos: watch?v =hNtKt1WQcZ4 and watch?v =lKim-esUDJA “May a New American Speak?” First-Hand Account of Migrant Child WorkersNewsELA Article (leveled): Migrant Students Newsela article: “More Latinos Living Their Dreams...” (leveled) Meet the Author: Francisco Jimenez’s Biography Autobiography, genres, dreams, American Dream, immigrant, migrant, attainable, predictions, TasksScaffolds / Support Discussion Questions:What is a dream?What is the American Dream? (EQ)What does the American Dream mean to you? How about your family?Is the American Dream always attainable?What does it mean to be an immigrant/migrant?What are some of the common experiences immigrants have faced throughout history and today?Small/Whole group discussion Close Reading/Read Aloud Paired reading Sentence Starters I think… I believe…In my opinion…OverviewThe first four chapters of The Circuit introduce students to the main character Francisco and provide a basic understanding of his family, which consists of himself, Mamá, Papá, Roberto, baby brother Trampita and the soon-to-be-born Torito. The chapters also provide insight into his way of life, the hopes and beliefs of crossing La frontera, and the expectations of what awaits in California. After the family finally crosses the border into California, the family encounters many difficulties and hardships. Papa, Mama and Roberto leave Francisco to babysit Trampita while they go picking in the field. Francisco feels lonely, sad, and useless because he wants to go work with them, but must instead care for his little brother. He tries to pick cotton on his own, abandoning Trampita and is punished for it. After the family settles in Tent City in Santa Maria, Francisco also confronts the anxiety of attending school for the first time where he is unable to communicate or understand those around him because of his lack of English language proficiency. He also has an encounter with a bully and has his first feel of importance in winning an art contest his teacher enters him into. The section culminates with Francisco and Roberto helping during the summers and on the weekends. They help cook, clean, and take care of Trampita as well as help Papá get lumber to build the floor for the tent. When Torito falls ill and the family is unable to provide the necessary care to make him well, they agree to pray daily to invoke a miracle. Francisco has a vision which the parents take to heart and ultimately Torito becomes well again as if Francisco himself had had a hand in his recovery. Assessment Task 1Francisco’s initial role in the family shows him more as a dependent child who isn’t able to contribute to the family in any way, because of his age. However throughout Chapter 4, Francisco demonstrates that he has become an asset to the family in what he is able to do for them. In three well-developed paragraphs, list one way Francisco shows he is dependent on his family, one way Francisco shows how has become an asset to his family and who or what caused this change. Be sure to include:One way Francisco shows he is dependent on his familyOne way Francisco shows how he has become an asset to his familyWho or what caused this changeRACE Paragraph FormatRelevant Textual Evidence Possibles Language Objectives for PT1Transition words/phrasesCause/Effect language Past/Present tense verbsChapter 1: Under the WireInstructional QuestionsLearning Activities Standards How does the setting help us to understand the characters’ traits through their actions and behavior?What is the La Frontera? What does La Frontera symbolize to the author’s family?How can an author’s use of symbolism deepen a reader’s understanding of a text? How does foreshadowing allow readers to make predictions of what would happen in the text?What is a main idea?How does the main idea helps the reader gain a deeper understanding of the text? Closed Reading: selected portions from the text with discussion questions (see below) Think-Pair-Share: Student will think about and answer the following questions (Do you like when things stay the same, or do you enjoy changes in your life?). Then they will share their answers with classmates. Then, there will be a whole class discussion based on their responses. La Frontera Compare/Contrast Matrix chart: Students will be able to write about the similar and different perspectives of La Frontera: those inside vs. those outside. Timeline: Students will agree on the facts of the reading and list the 3-5 most important on the timeline. This activity allow students to practice sequencing words, transitional words and understanding main idea. Discuss the story to fix the facts: who, what, when, where, and why.Setting Storyboard: Using this storyboard, students will describe the setting using the five senses and connect this new setting to how it affects the actions and behavior of the character(s). [As settings appear in different chapters.]Picture Collage of the fantasy vs the reality (to be added to over time)RL.7.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RL 7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Supplemental Texts / Resources:Vocabulary: La frontera, Barren, Poverty, Wire, La migra, nestled (1), jerked (3), barricade (4), outskirts (5), foreman (6), TasksScaffolds / SupportDouble Entry Journal: Dream Setting VS Reality: Students will use a Double entry journal to contrast the dream setting versus the reality setting before and after they arrive in the United States. Students will use the following guiding questions:What are the features/characteristics of the America that they hope for and believe in?What characteristics start to show up about the reality setting of their situation? (including technology and Francisco’s reaction to it)Chapter Focus QuestionsDescribe the setting of El Rancho Blanco.What can you infer about the family’s economic state based on their belongings, living conditions, etc.?Identify the risks involved with crossing the border. Analyze what motivates Papá to cross la frontera with his family despite these risks. What is la migra? Why is it important to the family? (p. 4)What is a foreman? (p. 5)What will the family do for work in the U.S.?What does the family live in when they arrive in the U.S.? (p. 5).Why do you think the conductor leaves the brown bag for the boys? (p. 7)What does California represent to Francisco and his family? How do you know? (Give an example to support.Journal Quick-Write Francisco was four years old at the time of this event. He describes the family’s beginnings in El Rancho Blanco prior to making the trip to California. Everybody has a beginning, a time when they have vivid memories or feelings. Describe where you were born and what you remember from your early years. Use as much detail as you can to describe each memory. In your narrative, explain why you think you were able to remember those memories and why they were significant to you.Picture of La FronteraLa Frontera: “La Frontera” is a word I often heard when I was a child living in El Rancho Grande, a small village nestled on barren, dry hills several miles north of Guadalajara, Mexico”. Small/Whole group discussion Close Reading/Read AloudCompare/Contrast Language Similar to, In the same way, Like, BothOn the other hand, In contrastButYetHoweverAlthoughGraphic Organizer with guided questionsUse of RACE to answer questionsSuggested Close Reading PassageDiscussion QuestionsPg. 1“La frontera” is a word I often heard when I was a child living in El Rancho Blanco, a small village nestled on barren, dry hills several miles north of Guadalajara, Mexico. I heard it for the first time back in the late 1940s when Papá and Mamá told me and Roberto, my older brother, that someday we would take a long trip north, cross la frontera, enter California, and leave our poverty behind. I did not know exactly what California was either, but Papá’s eyes sparkled whenever he talked about it with Mamá and his friends. “Once we cross la frontera, we’ll make a good living in California,” he would say, standing up straight and sticking out his chest.”Foreshadowing/Predictions: What do the details given at the start of the novel suggest about Francisco’s future?Make a prediction about whether or not the description that Francisco’s family gives for America will be true to their actual experiences.Chapter 2: SoledadInstructional QuestionsLearning ActivitiesStandards What is the point of view of the story and how does the point-of- view affect a story? How does the author’s choice of first-person POV limit or restrict us as readers?What are character traits?How do the characters in this book demonstrate their traits?What type of mood is established at the beginning of the story? How does the narrator feel? Closed Reading: selected portions from the text with discussion questions (see below)Think-Pair-Share: Students will discuss the point of view from which the story is told by looking for clues that lead them to their response and how it affects the story. Student will think about and answer the following questions, then they will share their answers with classmates. Following, there will be a whole class discussion based on their responses.● What is the point of view of the story? Provide clues from the chapters● How does the point-of- view affect a story?Timeline: Students will agree on the facts of the reading and list the 3-5 most important on the timeline. This activity allow students to practice sequencing words, transitional words and understanding main idea. Discuss the story to fix the facts: who, what, when, where, and pare/ Contrast Double Chart: Students will compare and contrast the perspectives of the care of Trampita scenario using the following guiding questions; Comparison: How is Francisco’s neglect of Trampita a mirror image of his parents neglect of him?Contrast: How are the perspectives of the two scenarios different? How is one form of neglect seemingly more acceptable than the other?Setting Storyboard: Using this storyboard, students will describe the setting using the five senses and connect this new setting to how it affects the actions and behavior of the character(s). [As settings appear in different chapters.]RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RL.7.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.RI.7.6: Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Supplemental Texts / Resources:Vocabulary: jalopy (9), prongs (11), dirt clods (12), ashamed (13), timidly (13) TasksScaffolds / SupportCharacter Profile Chart: Students have had the opportunity to learn about Francisco. Based on what you have learned so far, fill out two character traits on Francisco. Use examples from the reading to support your trait.Open Mind Portrait: Students will create an OMP for Francisco. You have learned about Francisco and he has experienced a train ride, picking cotton and going to school for the first time. Sketch your impression of what he looks like. Surround the sketch with cartoon bubbles filled with thoughts you think he may have had so far.Chapter Focus Questions1. Has time passed in between the first story and Soledad? How can you tell? (p. 8)2. Why is Francisco left alone in the car? Where is the rest of his family?3. What is the family picking now? (p.10)4. Francisco tries to pick cotton while he’s waiting for his family. Is it easy work? How do you know? (p. 10).5. What does Francisco additionally do in order to meet the requirements that his parents have given about picking cotton? Why might this be a problem? (pg.12)Discussion/Writing Questions1. Discuss what you think the author is trying to convey about the migrant family.2. Identify Papá’s response after Francisco mixes dirt with the cotton balls. Interpret what this tells you about his father’s values/the values of the migrant family.Journal Quick-Write Papá has just told Francisco his job is to take care of Trampita and that his actions could have gotten the family fired. Francisco is sad and disappointed; he really wants to be with his parents and older brother picking cotton. Explain in detail about a time in your life that you wanted to do something, but were told you were too young. Within the writing, describe the event, how old were you at time of the event, and explain how the event made you feel and what you learned from it.Picture of Cotton fieldSmall/Whole group discussion Close Reading/Read Aloud Compare/Contrast Language Similar to, In the same way, Like, BothOn the other hand, In contrastButYetHoweverAlthoughGraphic Organizer with guided questionsUse of RACE to answer questions Suggested Close Reading PassageDiscussion QuestionsPg. 11-13“After checking on Trampita to make sure he was still asleep, I quietly walked over to the row nearest the car and picked cotton for the first time. It was not as easy as I thought. I tried to pick with both hands, just like Roberto, but could only pick one cotton boll at a time. I held the cotton shells steady from underneath with my left hand while I picked the bolls with my right hand and piled them on the ground. The shells’ sharp prongs scratched my hands like cat’s claws and, sometimes, dug into the corner of my fingernails and made them bleed.…At the end of the day, I was tired and disappointed. I had not picked as much cotton as i had wanted to. The pile was only about two feet high. Then i remembered Papá saying that we got paid three cents a pound, so I mixed dirt clods in with the cotton to make it weigh more.… I had been so busy learning to pick cotton that I had forgotten all about him. Tired from crying, he had fallen asleep after soiling himself and dropping and breaking the bottle of milk. “But look what I did,” I said, proudly pointing to my pile of cotton. Mama glanced at the pile, shook her head in anger, and began cleaning Trampita. Papá looked at the cotton, grinned slightly, and asked Roberto to help him collect it. His grin quickly turned into a frown when he discovered the dirt clods. He separated them from the cotton, pointing them out one by one as he tossed them on the ground. “You should be ashamed of yourself. We could be fired for this,” he said. “besides , your job is to take care of Trampita. Is that clear? He continued, placing both hands on his belt buckle.”Triple T Chart of Francisco’s “helping” to pick cotton: Students will complete a Triple T-chart after analyze how Francisco view the way he’s helping his family.What Francisco THINKS he’s doingWhat Francisco is ACTUALLY doingWhat the EFFECTS of his actions areChapter 3: Inside OutInstructional QuestionsLearning ActivitiesStandards How can an author’s use of symbolism deepen a reader’s understanding of a text?How does language act as a barrier? How does setting impact the actions, dialogue and the behavior of a character?How does the setting shape the characters’ actions and attitudes?How do the actions and words of a character define their traits?What type of mood is established at the beginning of the story? How does the narrator feel? Closed Reading: selected portions from the text with discussion questions (see below)Timeline: Students will agree on the facts of the reading and list the 3-5 most important on the timeline. This activity allow students to practice sequencing words, transitional words and understanding main idea. Discuss the story to fix the facts: who, what, when, where, and why.Making Inferences: While reading “Inside Out,” analyze details to draw conclusions about why Panchito gives Curtis his winning butterfly drawing at the end of the chapter, despite how Curtis has treated him. Make inferences about what this reveals about Francisco’s character.Mood/Trait Rollercoaster Map: Francisco experiences many different emotions throughout the chapter as each event brings fluctuating feelings of anxiety, excitement, embarrassment and more. Students will map out these fluctuations on a crafted “rollercoaster” to show his “highs” (when he feels good about himself and his situation), his “lows” (when he is uncomfortable with himself and his situation) as well as what lies in between.Transition Words of Contrast Completion/Matching: Each moment Francisco experiences in the chapter is a mix of both positive and negative outcomes. Students will either a) match, b) complete the phrase, c) or provide both halves of the contrast of the various different incidents Francisco experiences in the chapter. _________, but/ however/ although/ even though _________.Setting Storyboard: Using this storyboard, students will describe the setting using the five senses and connect this new setting to how it affects the actions and behavior of the character(s). [As settings appear in different chapters.]RL.7.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RL 7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Supplemental Texts / Resources:Vocabulary: anxious (14), suspenders (15), whiz (15), cocoon (23), swarm (25) TasksScaffolds / SupportT-Chart for Language Values: Students will analyze how languages (Spanish and English) are viewed in this chapter. Students will use the following questions as a guide:How is language viewed in this chapter? Consider both Spanish and English and how it is seen in the educational setting, in regard to communication (with peers and in the bullying situation), and in relation to acceptance. (Language as a barrier)Post Reflection:Is one valued more than the other? How do you know?How do you value the languages that you know and are learning?Do you value one language more than the other? Why or why not?Chapter Focus Questions1. Why was Roberto hit on the wrists in school? Do you think this was fair? (p. 12).2. Francisco is starting school for the first time in January. Do you think that would be easy? (p. 14).3. Imagine that you went to school in a place where nothing was taught in English—the teacher didn’t speak English and the majority of children didn’t know English. One child speaks English, but every time the two of you speak in English you are both scolded. How would that make you feel? Would you like school? Do you think you would learn very much? Do you think it would make you feel like English was an important or good language to know?4. What may the caterpillar foreshadow for Francisco at the end of this chapter? At the end of the novel?Discussion/Writing Questions1. What does Francisco’s giving his drawing away to Curtis say about Francisco (i.e. examine his character)?2. What happens over the jacket that Mr. Sims give to Francisco? Do you think Curtis really wanted the jacket? Or, do you think he just didn’t want Francisco to have it? Does Curtis wear the jacket again? How do you think it made Francisco feel to be accused of stealing the coat when Mr. Sims gave it to him?3. Why do you think Francisco becomes so attached and interested in the caterpillar/butterfly? (pp. 15-21)4. What does the butterfly symbolizes?5. What do you think of the end of this chapter? What does Francisco do? What does this action say about Francisco? Would you have done the same thing? Why or why not? (p. 21).Journal Quick-Write Francisco's first day of school was filled with fear, anxiety, and hope. He was happy to be at school because of the electricity, heat, and wooden floors. But he was deeply nervous when other students looked at him and found solace in looking at the butterfly in the jar and daydreaming about the possibility of helping his dad.Thinking back to your first day of school, describe your first day of school. Use detail in your narrative to describe where was the school, who was your teacher, what you wore, what the classroom looked like, what your teacher was like, what items were in the classroom, what your classroom looked like, where you sat in the classroom, etc.Small/Whole group discussion Close Reading/Read Aloud Graphic Organizer with guided questionsLanguage for Making Inferences:Based on ... I infer that ...I infer that... based on…I anticipate that... After reviewing… I conclude…After carefully examining… I deduce…After considering… I interpret…After contemplating… I speculate...Language/Vocabulary words for MoodUse of RACE to answer questionsSuggested Close Reading PassageDiscussion QuestionsPg. 20, 24-25“Often during recess I stayed with the caterpillar. Sometimes it was hard to spot him because he blended in with the green leaves and twigs. Every day I brought him leaves from the pepper and cypress trees that grew on the playground.… On Wednesday, May 23, a few days before the end of the school year, Miss Scalapino took me by surprise. After we were all sitting down and she had taken role, she called for everyone’s attention. I did not understand what she said, but I heard her say my name as she help up a blue ribbon. She then picked up my drawing of the butterfly that had disappeared weeks before and held it up for everyone to see. She walked up to me and handed me the drawing and the silk blue ribbon that had a number one printed on it in gold. I knew then I had received first prize for my drawing. I was so proud I felt like bursting out of my skin. My classmates, including Curtis, stretched their necks to see the ribbon.That afternoon, during our free period, I went over to check on the caterpillar. I turned the jar around, trying to see the cocoon. It was beginning to crack open. I excitedly cried out, “look, look,” pointing to it. The whole class, like a swarm of bees, rushed over to the counter. Miss Scalapino took the jar and placed it on top of a desk in the middle of the classroom so everyone could see it. For the next several minutes we all stood there watching the butterfly emerge from it cocoon, in slow motion. At the end of the day, just before the last bell, Miss Scalapino picked up the jar and took the class outside to the playground. She placed the jar on the ground and we all circled around her. I had a hard time seeing over the other kids so, Miss Scalapino called me, and motioned for me to open the jar. I broke through the circle, knelt on the ground, and unscrewed the top. Like magic, the butterfly flew into the air, fluttering its wings up and down.” Symbolism Radial Mind Map: What does the caterpillar’s transformation into a butterfly symbolize in the chapter? Consider Francisco’s initial feelings of inferiority and alienation (misunderstanding and bullying) to his later feelings of confidence and acceptance (inclusion with the butterfly and the contest).What may the caterpillar foreshadow for Francisco at the end of this chapter? Chapter 4: Miracle in Tent CityInstructional QuestionsLearning ActivitiesStandards How does the setting shape the characters’ actions and attitudes?How does faith replace the promises offered by the American Dream? How does faith provide what the American Dream cannot? What is considered a miracle? Do you believe in miracles?What is tone? How does the author use tone to create suspense?How does the use of suspense to engage the reader?Closed Reading: selected portions from the text with discussion questions (see below)Timeline: Students will agree on the facts of the reading and list the 3-5 most important on the timeline. This activity allow students to practice sequencing words, transitional words and understanding main idea. Discuss the story to fix the facts: who, what, when, where, and why.Think-Pair-Share: Student will think about and answer the following questions (What is considered a miracle? Do you believe in miracles?). Then they will share their answers with classmates. Following, they will compare and contrast Panchito’s view of miracles and related to their own views. Then, there will be a whole class discussion based on their responses. Setting Storyboard: Using this storyboard, students will describe the setting using the five senses and connect this new setting to how it affects the actions and behavior of the character(s). [As settings appear in different chapters.]RL.7.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RL 7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Supplemental Texts / Resources:Vocabulary:rural (27), burlap (29), caretaker (29), stench (31), hysterically (34), feigned (40) Tasks Scaffolds / SupportDouble Entry Journal : Understanding Character’s Responsibilities: Students are going to gather relevant textual evidence that describe the responsibilities of each of these characters (Roberto, mamá, papá, siblings) based on this chapter. Then, using the evidence, they will explain how the responsibility makes the character useful and an asset to the family. (May be used as a an evidence chart for performance task 1)Chapter Focus Questions1. What was Tent City and where was it located? 2. Why is it called Tent City?3. How would you describe the Jime?nez family’s life in Tent City? Think about where they lived and how they lived. 4. What do you think this quote says about Francisco’s view of education: “I collected books, hoping to read them once I learned how” (24)? What does Francisco find out when he gets his report card?5. Why couldn't Mamá work during this time? How did she help the family make ends meet? Why was this work difficult? Who helped her?6. What does Papa? do to build a refrigerator to keep the food cold? (p.23)7. How does the family prepare the tent for the new baby? (p. 24-25)8. When Torito becomes ill they can’t take him to the hospital right away, why? (p. 29)9. What is a curandera? What is her purpose? Do you think her methods will be enough to cure Torito?10. Why do you think the curandera makes him nervous? (37)11. What do you think Panchito’s dream means?12. What do Mama? and Papa? tell the children they have to do in order to help Torito get well? (p. 33)13. Explain the significance of the blue cloak that Mamá made for Torito? Why did she make it? What had Francisco told her about?14. Does Torito survive? Explain (p. 35).Discussion/Writing Questions1. Francisco says he had to repeat first grade because he did not know English. Defend why you think this is fair or why you think this is unfair.Do you think he would have passed if he had been taught in Spanish? Why or why not? 2. Torito becomes sick and almost dies. At one point, Mamá says that the family doesn’t have the money to pay for a hospital visit. In our country (and world) today, there is a great deal of talk about “universal healthcare.” This means that every citizen – and there is even talk about everyone, citizen or non-citizen – would receive healthcare, regardless of their job situation or their decision to obtain healthcare. Basically, it’s a “womb to tomb” mentality. The government takes care of people from birth to death if/when they get sick.Should every citizen receive medical care from the government, should it be an individual’s decision to pay for healthcare and what type, or should the government essentially force individuals to pay into the universal healthcare system? Why? *** Potential Socratic Seminar***3. In this chapter, how does faith replace the promises offered by the American Dream? How does faith provide what the American Dream cannot? Journal Quick- write Francisco describes going to the Tent City dump with his brother, Roberto, and salvaging materials to make their tent a better home. For Francisco and Roberto, it was an opportunity to find items that were treasures for them and trash for others.Write a description of your childhood adventures. In your description, analyze what made you so adventurous. Where would you go? How old were you? Did you parents know about your adventures? Were you ever afraid? Where did you go and whom did you go with? Looking back now, would you describe those adventures as responsible? What did you learn or take from those adventures.Pictures of Virgen de GuadalupeSanto Ni?o de AtochaAlfalfa fieldSmall/Whole group discussion Close Reading/Read Aloud Graphic Organizer with guided questionsDouble Entry Journal Graphic OrganizerLanguage/Vocabulary words for toneUse of RACE to answer questionsSuggested Close Reading PassageDiscussion QuestionsPg. 28-29“To make ends meet, Mama cooked for twenty farm workers who lived in Tent City. She made their lunches and had supper ready for them when they returned from picking strawberries at the end of the day. She would get up at four o’clock every morning, seven days a week, to make the tortillas for both meals. On weekends and all during the summer, Roberto and I helped her. Once Papá left for work, Roberto rolled the tacos while I wrapped them in wax paper and put them in lunch bags. At eleven thirty, Roberto carried the twenty lunches in a box and delivered them, on foot, to the workers who were given half an hour for lunch. When he returned, he and I washed dishes in a large aluminum tub. We then took care of our younger brother, Trampita, while Mamá took a nap. Around three o’clock she would start cooking dinner, which was served from six to seven. After supper, Roberto and I again cleaned the pots and washed dishes while Mamá fed Trampita. On Saturdays, she did all of the grocery shopping for the week. Because we did not have an icebox, Papá made one. Every three days, he went into town to buy a large block of ice, which he wrapped in burlap and placed inside a hole he dug in the ground by the entrance to our tent. The hole was twice as large as the block of ice, leaving room on all four sides and on top for things to be kept cold”. Pg. 42“That night I dreamed about the Santo Ni?o de Atocha. I was behind our tent, praying on my knees in front of the baby Jesus holy card. Suddenly the Santo Ni?o came alive. He stood up from his chair and floated in the air, carrying the basket. He glided to where I was and placed the basket at my feet and pointed to it. Out of the basket emerged hundreds of tiny white butterflies. They formed themselves into a pair of wings, lifting me and carrying me away over Tent City and setting me down next to my Torito who lay in the middle of a lush-green alfalfa field. In the dream I awoke and looked at the prayer card. Torito was in it, sitting in the high chair, dressed as the Santo Ni?o de Atocha.”Why couldn't Mamá work during this time? How did she help the family make ends meet? Why was this work difficult? Who helped her?What does Papa? do to build a refrigerator to keep the food cold? (p.23)What do you think Panchito’s dream means?Explain the significance of the blue cloak that Mamá made for Torito? Why did she make it? What had Francisco told her about?OverviewThroughout Chapters 4-8, Francisco is experiencing new concepts, acquiring new responsibilities he needs to fulfill, and learning about different roles in society. As a result of these factors, Francisco has begun to mature not only as a person, but in how he understand his life and the world around him. Francisco and his family move to Corcoran where work is currently unavailable due to the rainy conditions. Francisco befriends another child at school, who initially expresses the desire for friendship, but disappears the day they are to go fishing. Shortly after, Francisco and his family move on to a temporary home in one of the rancher's tents. Being Christmas Eve, Francisco’s hopes are high because he is convinced he is getting a ball for Christmas. However when the time to open the gifts comes, he finds just a bag of candy. The family later returns to Corcoran to pick cotton and find work at a labor camp. Francisco doesn't get his own sack for cotton-picking, and he's very disappointed. In this new setting, Francisco gets to go to school and he has to remember how to talk in English again. He ends up in a sixth-grade classroom with a helpful teacher named Mr. Lema. Francisco has a pretty great month working with Mr. Lema, where he offers to teach Francisco to play the trumpet. One day after Francisco gets home from school, he finds out that it's time to move again. Assessment Task 2“When I opened the door to our shack, I saw that everything we owned was neatly packed in cardboard boxes”. (The Circuit, p. 83)At the end of Chapter 8, Francisco realizes that his life as the son of a migrant worker family is unstable and unreliable. Francisco is disappointed that he must move constantly from place to place for Papa and Roberto to find migrant work. On the outside, he just moves and does not say a word to his family. However, as readers, we are able to look into his private thoughts and see that Francisco is usually upset, lonely and overwhelmed from being constantly uprooted. In three well developed paragraphs, discuss the meaning of the word “circuit”, why the author titles the chapter “the circuit”, and how Francisco’s life so far has become a “circuit”.Be sure to include:The meaning of the word “circuit”Why the author uses “the circuit” to title the chapterConnect the title “The Circuit” with two aspect of Francisco’s way of life (school, work, roles/responsibilities in the family, thoughts/feelings/reflections on his situation, living conditions)RACE Format Response Relevant Textual Evidence Descriptive language Chapter 5: El Angel de OroInstructional QuestionsLearning ActivitiesStandards How does the author use symbolism to help create meaning and emotions in a story?What type language does the author use to create tone?What type of mood is established at this point in the story? How does the mood make the reader feel?Closed Reading: selected portions from the text with discussion questions (see below)Timeline: Students will agree on the facts of the reading and list the 3-5 most important on the timeline. This activity allow students to practice sequencing words, transitional words and understanding main idea. Discuss the story to fix the facts: who, what, when, where, and why.Literary Tone & Mood: Students will gather relevant textual evidence that best conveys the tone the author intends and then underline or circle the words that evoke the author’s attitude. Using these same words, students will describe how these same words make them feel (mood). Setting Storyboard: Using this storyboard, students will describe the setting using the five senses and connect this new setting to how it affects the actions and behavior of the character(s). [As settings appear in different chapters.]RL.7.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RL.7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Supplemental Texts / Resources:Vocabulary:stammered (38), harsh (38), hesitantly (40), cloak (43), miracle (44) TasksScaffolds / Support Chapter Focus Questions1.What is “el angel de oro”? (p. 36)2. Why is Papa? so worried? (p. 37)3. Francisco and Miguelito plan to make fishing poles, but what happens? (p. 39)4. What does Francisco leave for his neighbor? (p. 40)5. Why do you think Francisco lets the fishing rod float away? (p. 41)6. How might Miguelito’s disappearance foreshadow events to come in Francisco’s own life?7. What kind of person has he become?Discussion/Writing Questions 1. Imagine you are Francisco and you realize your friend Miguelito has just moved. Write at least a paragraph describing your feelings.2. A symbol is something (often an object or character) that means/represents something more. For example, a cross could symbolize Christianity, a dog could symbolize loyalty, the American flag could symbolize freedom/the U.S., etc. What do you think are symbols in this chapter? Pick one and write what you believe it means and why.Journal Quick-Write Faith is a major theme in today’s reading. Mamá tells Francisco what the doctor had to say while Torito was in the hospital. She shared how the doctor gave him little chance to live and how it would be a miracle if he did. Mamá says although at first she didn’t want to believe him in reality it was a miracle. Mamá believes faith is the only thing that can save Torito.Identify a time in your life when faith played an important role. What did you have to have faith in? What was the situation where you were in need of faith?Small/Whole group discussion Close Reading/Read Aloud Graphic Organizer with guided questionsLanguage/Vocabulary words for Mood and ToneUse of RACE to answer questions Suggested Close Reading PassageDiscussion QuestionsPg. 49-50“One day, on my way home from school, I discovered little gray fish in the puddles. I had no idea how they got there, but I noticed that in the smaller puddles the fish were dying. The mud was suffocating them. As I gazed at the dead fish, the image of the goldfish flashed in my mind. I quickly ran to our cabin and got the empty Hills Brothers coffee can. I filled it with water and began picking up the dying fish from the mud puddles, putting them in the can, and dumping them in the creek. After a couple of hours, I was exhausted. There were too many and I could not work fast enough to save them all. I prayed for rain, but the sun kept beating down, turning the puddles into mud.I picked up one last, small dying fish and took it to our next door neighbor who owned the goldfish. I knocked and knocked on the door until my hand hurt. No one was home. I placed the coffee can on the front steps and peered inside. The little gray fish looked up at me, rapidly opening and closing its mouth. That evening I looked through the window into our neighbor’s cabin. The goldfish swam peacefully, alongside the little gray fish. I sighed and smiled to myself. The next morning I took the fishing rod Miguelito had given me, placed it gently in the creek, and watched it float away.”*Francisco and Miguelito plan to make fishing poles, but what happens? (p. 39)*What does Francisco leave for his neighbor? (p. 40)Why do you think Francisco lets the fishing rod float away? (p. 41)What kind of person has Francisco become?Chapter 6: Christmas GiftInstructional QuestionsLearning ActivitiesStandardsWhat are expectations? What expectations of wealth does Panchito’s family have?How do these expectations manifest in Panchito’s expectations for Christmas?How can you infer the socioeconomic status of Panchito’s family through the setting and the characters’ actions? Closed Reading: selected portions from the text with discussion questions (see below)Timeline: Students will agree on the facts of the reading and list the 3-5 most important on the timeline. This activity allow students to practice sequencing words, transitional words and understanding main idea. Discuss the story to fix the facts: who, what, when, where, and why.Setting Storyboard: Using this storyboard, students will describe the setting using the five senses and connect this new setting to how it affects the actions and behavior of the character(s). [As settings appear in different chapters.]Think-Pair-Share: Student will think about and answer the following questions (What does it mean to be poor? What does it mean to be wealthy?). Then they will share their answers with classmates. Following, they will contrast the qualities tied to be being poor as opposed to the qualities tied to being wealthy. Finally, students will discuss as a class whether being poor or wealthy is always financial and by what other aspects wealth can be measured. ***(May be used as a chapter opener)***Expectations Matrix Chart: Students will compare/contrast the family’s expectations of the American Dream and Christmas vs the reality of their life and Christmas.RL.7.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RL.7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Supplemental Texts / Resources:Vocabulary: socioeconomic status, expectations, inferences, TasksScaffolds / SupportChapter Focus Questions 1. At the beginning of this chapter, where does the family go to get their food? (p. 42)2. What did the butcher do to help out the family? (p. 43)3. How do we know that Francisco’s family doesn’t have much money?(p.43)4. Does Francisco get what he hopes for on Christmas morning? (p. 45)5. Why do you think that Mama? is crying at the end of the chapter? (p.46)6. What can the reader tell about Papa’s work ethic based on the information in the first paragraph? (Work ethic means how a person feels about hard work.) Discussion/Writing Questions1.Think of Papá’s actions in this chapter. Choose one word to describe him and develop a paragraph using R.A.C.E. format to justify your answer. Use examples, details, etc. (from this chapter and/or others) to support your point.2.Do you think people who live in poverty are less successful than people who live in abundance (or even wealth)? Why or why not? 3. After reading “Miracle in Tent City,” “El Angel de Oro,” and “Christmas Gift,” analyze how each of these events impacts Panchito and develops your understanding of his family and how they overcome challenges. 4. How does Francisco truly feel? Is he selfish in his disappointment?Picture of labor camp/army settlement tentSmall/Whole group discussion Close Reading/Read Aloud Graphic Organizer with guided questionsSentence Starters Use of RACE to answer questionsSuggested Close Reading PassageDiscussion QuestionsPg. 54-56“That evening, after supper, we all sat on the side of the mattress and listened to Mamá tell us the story about the birth of Jesus and the Three Wise men who brought Him gifts. I only half listened. I wanted the evening to end quickly and for the morning to come. Finally, sleep overcame my brothers and we turned in for the night. We huddled together and covered ourselves with army blankets we had bought at a secondhand store. I could not sleep thinking about Christmas. Once in a while, Papá’s words “but we’re broke too” entered my mind, but I pushed them out with fantasies of playing with my very own ball. Thinking we were all asleep, Mamá quietly slipped out of bed and lit the kerosene lamp. I covered my head with the blanket and through a hole in it I watched her, trying to see what gifts she was going to wrap. But she sat behind some wooden crates that served as the table and blocked my view. I could see only her weatherworn face. The shadow cast by the dim light made the circles under her eyes look even darker. As she began to wrap the gifts, silent tears ran down her cheeks. I did not know why.At dawn, my brothers and I scrambled to get the presents that had been placed next to our shoes. I picked mine up and nervously tore at the butcherpaper wrapping: a bag of candy. Roberto, Trampita, and Torito looked sadly at me and at each other. They, too, had received a bag of candy. Searching for words to tell Mamá how I felt, I looked up at her. Her eyes were full of tears. Papá, who was sitting next to her on the mattress, lifted its corner and pulled out from underneath the white embroidered handkerchief. He tenderly handed it to Mamá, saying, “Feliz Navidad, vieja.”What kind of gifts do the children receive? How do the gifts reflect their socioeconomic status?What other material possessions mentioned before the unveiling of the gift foreshadow that Francisco will not be getting his ball for Christmas?What is the significance of the white-embroidered handkerchief?How does Francisco’s experience compare with the Biblical gift-giving of the Three Wise Men and the fantastical expectations of Santa’s gift giving?Chapter 8: Cotton Sack Instructional QuestionsLearning ActivitiesStandardsWhat does Francisco perceive as growing up?What is the rite of passage for girls to become women and boys to become men?Does Roberto and Francisco’s role and responsibilities demonstrate that he has grown up?What can we infer about Panchito’s expectations of growing up? Closed Reading: selected portions from the text with discussion questions (see below)Timeline: Students will agree on the facts of the reading and list the 3-5 most important on the timeline. This activity allow students to practice sequencing words, transitional words and understanding main idea. Discuss the story to fix the facts: who, what, when, where, and why.Setting Storyboard: Using this storyboard, students will describe the setting using the five senses and connect this new setting to how it affects the actions and behavior of the character(s). [As settings appear in different chapters.]4-Step Quote Analysis: SWBAT will use the following quote to explain the significance of it: "Papá shook his head without saying another word. I knew from his silence that I should not insist on it." (62). Students may use the following questions as a guide: (What does Panchito infer from his father’s silence and what can you infer about Panchito in not pushing the matter?)Who said it?What is happening in the story when the quote is being saidWhat does it reveal about the character, themes, conflict, etc.How can you interpret the quote?RL.7.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RL.7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Supplemental Texts / Resources:Vocabulary: TasksScaffolds / SupportChapter Focus Questions1. How do they wear the cotton sacks as they pick cotton? (p. 52)2. Why do you think Papa? can’t sleep at night when it starts to rain? What is he worried about? (p. 53)3. What wakes Francisco up on Saturday morning? What does this mean? (p. 55)4. Why do you think Papa? likes the sound of the honking car, even if he doesn’t like noise? (p. 55)5. Who has to stay behind to watch the younger children this time? (p. 56)6. What is the shell of the cotton boll like? Can it hurt you? (p. 56)7. How much cotton does the family pick in one day? (p. 58)8. Why does Francisco say he hasn’t earned his own cotton sack yet? (p. 60)9. Explain how Francisco's role in the family had changed. Who took over his old role?Discussion/Writing QuestionsAre Francisco and Roberto too young to work in the fields? Why or why not? Give reasons to support.How would it affect their lives and their family members’ lives if they were not allowed to work?Does Francisco deserve a cotton sack? Why or why not? What do you think he has to do to earn it?Small/Whole group discussion Close Reading/Read Aloud Graphic Organizer with guided questionsVisual Aid-Quote analysis stepsUse of RACE to answer questions Suggested Close Reading PassageDiscussion QuestionsPg. 61“That evening, after supper, Papá unfolded the sacks for picking cotton and laid them out in the middle of the floor to prepare them. I was surprised when I saw only three. I knew the twelve foot-long one was Papá’s, and that the ten foot-long ones were Mamá’s and Roberto’s. “Where is mine?” I asked.“Don’t I get one?”“You are still too little to have your own,” Papá answered.“But last year I picked without a sack,” I replied, trying to hold back my tears.Papá shook his head without saying another word. I knew from his silence that I should not insist on it. … Seeing this as an opportunity to prove to Papá that I was grown up enough for my own cotton sack, I followed him and Roberto into the field. They each took a row. I went ahead about a quarter of the way into Papá’s row. I took my hands out of my pockets and started picking and piling the cotton in the furrow. Within seconds my toes were numb and I could hardly move my fingers. My hands were turning red and purple. I kept blowing on them, trying to keep warm. Then I felt the urge to relieve myself. I turned around to make sure no one was looking. The workers, warming themselves by the fire, were too far away to see me. I cupped my left hand and caught the warm, yellowish stream in it and rubbed my hands together. Instantly, I felt fire as the salt stung the scratches on my skin. Then as the liquid quickly cooled, my hands felt like ice. I could not go on. Frustrated and disappointed, I walked over to Papá. he straightened up and looked down at me. His eyes were red and watery from the cold. Before I said anything, he looked at Roberto, who bravely kept on picking, and told me to go over to the fire. I knew then I had not yet earned my own cotton sack.”Why does Francisco say he hasn’t earned his own cotton sack yet? What does Francisco perceive as growing up?Does Francisco deserve a cotton sack? Why or why not? What do you think he has to do to earn it?Chapter 9: The CircuitInstructional QuestionsInstructional QuestionsStandardsWhat is value? What makes someone valuable?How does one’s perspective affect how they see and understand the world?What is the story’s overall tone? What impact does it have on the story? Is “The Circuit” an effective title? What idea about life does the title establish and reinforce?How does The Circuit represent growing up? Closed Reading: selected portions from the text with discussion questions (see below)Timeline: Students will agree on the facts of the reading and list the 3-5 most important on the timeline. This activity allow students to practice sequencing words, transitional words and understanding main idea. Discuss the story to fix the facts: who, what, when, where, and why.Setting Storyboard: Using this storyboard, students will describe the setting using the five senses and connect this new setting to how it affects the actions and behavior of the character(s). [As settings appear in different chapters.]Francisco’s Mind Mirror: Francisco’s Internal Conflict Thoughts-Confusions-Questions (Include direct quote, original phrase, symbol and image to show Francisco’s internal conflict about his way of life) What does he think? How does he feel?Attitudes & Behaviors Contrast Chart: When the narrator comes home from the strawberry fields, he notices that all of the family’s belongings are in boxes. Explain the differing attitudes the family members have towards the move and reasons the author gives for why they feel this way.RL.7.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RI.7.3: Analyze the interactions between individuals, events, and ideas in a text.RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Supplemental Texts / Resources:Vocabulary: Braceros, circuit, detect, populated, drone, instinctively, value, valuable, growing up, perspective, tone, TasksScaffolds / SupportCharacter’s Value Compare/Contrast Chart: Using “Cotton Sack” and “The Circuit” compare and contrast Francisco and Roberto based on several aspects of value including: Education, Age, Ability to Work, and Role in the Family.Chapter Focus Questions 1. Does Francisco want to move to Fresno? Explain (p. 62)2. Tone: What does this description of the car reveal about the writer’s feelings for his father? 3. Why does the narrator dread the many moves his family’s work demands? 4. Why do the boys hide when the school bus drives by? (p. 66)5. When does Francisco start school? When does Roberto start school? Do you think this makes it hard for them to do well in school? (p. 66-67)6. What is Panchito’s attitude toward going to school? Cite evidence from the text to support your response.7. How do you think Francisco feels about Mr. Lema? Do you think he likes him? Why? (p. 68-69)8. Francisco is very excited to get home and tell his parents about the good news that Mr. Lema is going to teach him how to play the trumpet. What happens when he arrives home? How do you think Francisco feels? How would you feel if you were Francisco? (p. 69)9. How has life as a migrant farm worker affected Panchito’s education? How does he work to overcome this challenge? Discussion/Writing Questions1.Based on this chapter and your own prior knowledge, what do you think the word circuit means? Write your answer below.Once you have predicted its meaning, look the word up in a dictionary. There will be several meanings. Which one do you think best fits and why? Write the definition and your explanation below.2.Analyze how Mr. Lema is different from the other teacher Francisco had. Please write at least a paragraph.Small/Whole group discussion Close Reading/Read Aloud Graphic Organizer with guided questionsCompare/Contrast Language Similar to, In the same way, Like, BothOn the other hand, In contrastButYetHoweverAlthoughScaffolds for Mind MirrorGraphic Organizer: Evidence Chart for Assessment Task 2Scaffolds for Assessment Task 2Use of RACE to answer questionsSuggested Close Reading PassageDiscussion QuestionsPg. 82-83“During my recess I went into the rest room and opened my English book to page 125. I began to read in a low voice, pretending I was in class. There were many words I did not know. I closed the book and headed back to the classroom.Mr. Lema was at his desk correcting papers. When I entered he looked up at me and smiled. I felt better. I walked up to him and asked if he could help me with the new words. “Gladly,” he said.The rest of the month I spent my lunch hours working on English with Mr. Lema, my best friend at school. One Friday during lunch hour Mr. Lema asked me to take a walk with him to the music room. “Do you like music?” he asked me as we entered the building. “Yes, I like corridos,” I answered. He then picked up a trumpet, blew on it, and handed it to me. The sound gave me goose bumps. I knew that sound. I has heard it in many corridos. “How would you like to learn how to play it?” he asked. He must have read my face because before I could answer, he added: “I’ll teach you how to play it during our lunch hours.”That day I could hardly wait to tell Papa and Mama the great news. As I got off the bus, my little brothers and sister ran up to meet me. They were yelling and screaming. I thought they were happy to see me, but when I opened the door to our shack, I saw that everything we owned was neatly packed in cardboard boxes”.What is Panchito’s attitude toward going to school? Cite evidence from the text to support your response.How do you think Francisco feels about Mr. Lema? Do you think he likes him? Why? (p. 68-69)Francisco is very excited to get home and tell his parents about the good news that Mr. Lema is going to teach him how to play the trumpet. What happens when he arrives home? How do you think Francisco feels?What is Panchito’s attitude toward going to school? Cite evidence from the text to support your response.OverviewIt's now the end of seventh grade for Francisco and he is sad that the year is over. Most kids are happy about summer vacation, but for Francisco summer vacation means picking strawberries, grapes, and cotton before starting school part way through the year. As Francisco harvest strawberries, he meets Gabriel, a migrant worker from whom he learns about life and dignity through an argument Gabriel has with the contratista; Francisco then uses this lesson learned to have his friend Miguelito play kick-the can after Carlos refuses to let him play. As Francisco’s family move to Central California to pick grapes, he encounters two incidents of loss particularly with material things that he considers valuable and irreplaceable possessions that makes him to remember things that he has learned in school and in life. Francisco loses both of his possessions: his librito due to a fire caused by the father’s recklessness and his pennies due to his sister purchasing gumballs caused by her naivete. Yet, Francisco realizes that there are much greater things to lose as well as that the loss of the material is not always a complete loss.By the end of the book, Francisco and his family move back to Francisco's favorite city, Santa Maria. After this, Francisco’s life changes completely. Since his father suffers from permanent back pain, he can no longer work in the fields. As a result, it is up to Roberto to support the family. Roberto finds a job as a janitor at a school in Santa Maria as does Francisco, which he finds a great deal better than working in the fields. The family is very happy because Roberto is going to have a year round job and now the family does not have to follow the harvest. Also, it means Francisco can start school with the rest of the class and keep up with his studies. As Francisco enters Junior High School and is doing great, a Border Patrol agent enters Francisco's classroom and arrests him as an illegal immigrant. Likewise, the family is deported to Mexico. Summative Task Throughout history, many foreigners have moved to the United States to have a better way of life for their family and receive a better education. Likewise, the experiences Panchito writes about in The Circuit mirror the experiences of these immigrant families and migrant workers. Papa, in particular, demonstrates this desire for the “American Dream” by doing what he thought was best for his family in order for them to have a better life. On the first page of the story, Papa? says “Once we cross la frontera, we’ll make a good living in California”: the hope of every immigrant family.In a well-developed essay discuss what the American Dream means to you and why you have this belief (use your experience as an immigrant, or anyone you know that is an immigrant, as an example). Then analyze whether or not Panchito is able to accomplish the American Dream in relation to your beliefs and finally argue whether the American Dream is always attainable or not, based on additional experiences presented, discussed and researched in class.Be Sure to Include:Your definition of the American DreamWhy you have developed this definition of the American Dream Whether or not Panchito is able to accomplish the American DreamWhether or not the American Dream is always attainableRACE Format ResponseRelevant Textual Evidence Language of opinion, analysis and argument Chapter 10: Learning the GameInstructional QuestionsLearning ActivitiesStandardsWhat type of conflicts are there in literature?How does conflict create tension and interest in a story?What lesson does Francisco learn in this chapter? What lesson about life and dignity does Francisco learn from the worker, Gabriel? Why do you think the author titled this chapter “Learning the game”? Closed Reading: selected portions from the text with discussion questions (see below) Think-Pair-Share: Student will think about and answer the following questions (What is dignity?What is it worth to someone? (In comparison to other characteristics and material things?). Then they will share their answers with classmates. Finally, students will discuss as a class their answers as a class. ***(May be used as a chapter opener)***Timeline: Students will agree on the facts of the reading and list the 3-5 most important on the timeline. This activity allow students to practice sequencing words, transitional words and understanding main idea. Discuss the story to fix the facts: who, what, when, where, and why.Conflict Vignettes: Using small vignettes (scenarios) SWBAT analyze and discuss conflict scenarios with their assigned group. Then, they will work in small groups and analyze the conflict in the story using evidence to support their responses Setting Storyboard: Using this storyboard, students will describe the setting using the five senses and connect this new setting to how it affects the actions and behavior of the character(s). [As settings appear in different chapters.]Mock Interview: Using the following guiding questions students will mock interview each other to When is it an appropriate time to defend yourself?When is it alright to accept abuse from someone?What if your family’s life or welfare is at stake?What would you do to defend your pride? How/why is it worth defending?Does a person having “power” over other people entitle that person to mistreat or control these other people? What should a person in power be allowed to get away with? (Particularly when it comes to the treatment of other people under their supervision/ care?)RL.7.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RI.7.3: Analyze the interactions between individuals, events, and ideas in a text.RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Supplemental Texts / Resources:Vocabulary:Video on the literary element of Conflict HYPERLINK "" FOR CONFLICT from Dick and Jane books Braceros, contratistas, huaraches, conflict, internal conflict, external (Man vs. Self, Man vs. Society, Man vs. Man), vignettes TasksScaffolds / SupportChapter Focus Questions1. Why are Francisco’s classmates excited about summer? Why is Francisco excited about summer? How would you feel if you had to spend your summer like Francisco? (p. 70)2. Who works with Francisco’s family the first day? What do they learn about him during lunch? (p. 74) 3. What happens to Gabriel? (p. 78)4. How does Gabriel influence Panchito’s own behavior?5. How are Panchito’s and Gabriel’s situations of defense similar and different?6. Although Panchito seems to be successful in his choice to defend Manuelito, did Gabriel make the right choice in defending himself? Why?Discussion/Writing Questions 1.Francisco learns some very valuable life lessons in this chapter from the situations with Gabriel and Carlos. Pick a few aspects, and in a paragraph, describe what he learns. You may want to pick a few words that represent the values he learns in order to organize your thoughts.Visual- Aid: Conflict ChartSWBS ChartSomebody… ( a person who wants something)Wanted… (the thing the person needs)But… (The problem that is getting in the way of what the person needs)So…….. (The solution to the problem)Small/Whole group discussion Close Reading/Read AloudGraphic Organizer with guided questionsUse of RACE to answer questions Suggested Close Reading PassageDiscussion QuestionsPg. 92“In my country, oxen pull plows, not men,” Gabriel replied, tilting his hat back. “I am not an animal.”The contratista walked up to Gabriel and yelled in his face, “Well this isn’t your country, idiot! You either do what I say or I’ll have you fired!” “Don’t do that, please,” Gabriel said. “I have a family to feed.”“I don’t give a damn about your family!” the contratista replied, grabbing Gabriel by the shirt collar and pushing him. Gabriel lost his balance and fell backwards. As he hit the ground, the contratista kicked him in the side with the tip of his boot. Gabriel sprung up and, with both hands clenched, lunged at the contratista. White as a ghost, Diaz quickly jumped back. “Don’t be stupid… your family,” he stammered. Gabriel held back. His face was flushed with rage. Without taking his eyes off Gabriel, the contratista slid into his truck and sped off, leaving us in a cloud of dust. I felt scared. I had not seen men fight before. My mouth felt dry and my hands and legs began to shake. Gabriel threw his hat on the ground and said angrily, “That Diaz is a coward. He thinks he’s a big man because he runs the bracero camp for the growers. He’s nothing but a leech! And now he tries to treat me like an animal. I’ve had it.” Then, picking up his hat and putting it on, he added, “He can cheat me out of my money. He can fire me. But he can’t force me to do what isn’t right. He can’t take away my dignity. That he can't do!”Pg. 95“We drew sticks to see who would play guard. Carlos was it. While he counted to twenty with his eyes closed, we ran and hid. I went behind a pepper tree that was next to the outhouse. When Carlos spotted me, he shouted, “I spy Panchito!” We both raced to the can. I got to it first and kicked with all my might. It went up in the air and landed in one of the garbage cans. That was the last time I played the game”. How does the contratista treat Gabriel? Why does he treat him this way?How is the contratista like a “leech”?According to Gabriel what does he consider to be “what isn’t right”?What represents Gabriel’s dignity?Why would Gabriel risk his family’s health and safety along with his job to protect his dignity?Does Gabriel make the right choice in standing up for himself or should he have acted differently? Why?What game is Francisco referring to?Inference: Why do you think that was the last time Francisco played that game?Chapter 11: To Have and to HoldInstructional QuestionsInstructional QuestionsStandardsWhat makes an object a treasure?Why can an object be so important to us?What is a memento?What is the most likely reason Francisco writes down everything in his “librito”? Why are the pennies so important to Panchito? Closed Reading: selected portions from the text with discussion questions (see below)Timeline: Students will agree on the facts of the reading and list the 3-5 most important on the timeline. This activity allow students to practice sequencing words, transitional words and understanding main idea. Discuss the story to fix the facts: who, what, when, where, and why.Setting Storyboard: Using this storyboard, students will describe the setting using the five senses and connect this new setting to how it affects the actions and behavior of the character(s). [As settings appear in different chapters.]Views on knowledge/education: 4-Step Quote Analysis: SWBAT will use the following quote to explain the significance of it: "“Well…if you know what was in your librito, then it’s not all lost”. Students may use the following questions as a guide:(What makes an object a treasure? Why can an object be so important to us?) Who said it?What is happening in the story when the quote is being saidWhat does it reveal about the character, themes, conflict, etc.How can you interpret the quote?RL.7.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RI.7.3: Analyze the interactions between individuals, events, and ideas in a text.RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Supplemental Texts / Resources:Vocabulary: Fables akin to Ratoncito TasksScaffolds / Support Chapter Focus Questions1. What two belongings are very important to Francisco? (p. 81)2. Who gives Francisco the 1910 penny? (p. 81-82)3. How is Carl’s home different from Francisco’s home? (p. 83-84)4. Does Francisco ever get to show Carl his own collection? Why? (p. 85) 5. What does Francisco put in his blue librito? (p. 86)5. What happens to Francisco’s two favorite pennies? (p. 89)6. Why does their house catch on fire?Discussion/Writing Questions 1.How is the history of the Mexican people preserved in Francisco’s family? In other words, how do the children learn about it? How did their parents learn about it?2.What does this chapter demonstrate about knowledge and education? Think of Francisco’s librito, his pennies, the fire, the gumball incident, etc.Small/Whole group discussion Close Reading/Read AloudGraphic Organizer with guided questionsUse of RACE to answer questions Suggested Close Reading PassageDiscussion QuestionsPg. 107-108Seconds later, Mama came out and sat beside me. “I know how disappointed you are, mi’jito, but your sister is only four years old,” she said tenderly. Then clearing her throat, she continued. “Let me tell you a story I heard when I was a little girl. Long ago there lived a very small ant who saved her pennies for so many years that she became rich. Many animals wanted to marry her but they frightened her. The cat mewed too much, the parrot talked to much, and the dog barked too loud. A bull and a goat also scared her, but not a little brown mouse named El Ratoncito. He was quite, intelligent, polite, and mannerly. They got married and lived happily for a very long time. But one day, when the ant was cooking a pot of beans, she fell in it and drowned, leaving El Ratoncito with a lot of pennies, but terribly sad and lonely. So you see, mi’jito, Rorra is more important than the pennies. Don’t be so hard on your little sister.Pg. 111-112“Yes, but what about my librito. It’s gone, just like my pennies,” I responded.After a long pause she said, “Do you know what was in your librito?”“Yes,” I answered, wondering why she asked. “Well… if you know what was in your librito, then it’s not all lost.” I heard Mama’s words but did not understand what she meant until a few days later. We had moved to a labor camp also owned by Mr. Patrini and were picking grapes again. It was a scorching, hot day. My clothes were drenched in sweat. I crouched underneath the vines for shade but the heat pierced right through. I recalled the fire and placed my right hand over my shirt pocket. It was empty. Feeling a lump in my throat, I started thinking about Carl, my pennies, the house. Then, for a long time, I thought about my librito and what my Mama said. I could see in my mind every word, every number, every rule, I had written in my note pad. I knew everything in it by heart. Mama was right. It was not all lost. What happens to the ant after getting married to El Ratoncito?What then happens to El Ratoncito?What is the moral of the story of the ant and El Ratoncito?How does the the fate El Ratoncito and his ant wife relate to Panchito’s situation with his sister stealing his pennies?Why is Panchito so upset about losing his librito?What does Panchito realize when he goes to reach for his librito a few days later?How is Mama right when she says “if you know what was in your librito, then it’s not all lost”?What does the loss of the librito and Mama’s words reveal about Panchito’s character? How do you know this?Chapter 12: Moving StillInstructional QuestionsLearning ActivitiesStandardsWhat effects does La Migra have on the characters actions and behavior?Why did the author tell this story from the perspective of a child?How might the story have been different if it were told from Papa?’s or Mama?’s point of view?What are the benefits of hearing these stories through the eyes of Panchito himself? Closed Reading: selected portions from the text with discussion questions (see below)Timeline: Students will agree on the facts of the reading and list the 3-5 most important on the timeline. This activity allow students to practice sequencing words, transitional words and understanding main idea. Discuss the story to fix the facts: who, what, when, where, and why.Setting Storyboard: Using this storyboard, students will describe the setting using the five senses and connect this new setting to how it affects the actions and behavior of the character(s). [As settings appear in different chapters.]Views on Education: 4-Step Quote Analysis: SWBAT will use the following quote to explain the significance of it: “Education pays off, mi’jo. I am proud of you. Too bad your Mamá and I didn’t have the opportunity to go to school” (108). Students may use the following questions as a guide: (How do you think his parents view education? His siblings? How does Francisco view it?)Who said it?What is happening in the story when the quote is being saidWhat does it reveal about the character, themes, conflict, etc.How can you interpret the quote?RL.7.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.RI.7.3: Analyze the interactions between individuals, events, and ideas in a text.RI.7.6: Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Supplemental Texts / Resources:Vocabulary:Cesar Chávez Biography La migra, border patrol, barracks, perspective, Declaration of Independence, inalienable, TasksScaffolds / SupportFrancisco Vs. Chávez Compare/Contrast Matrix Chart: Like Cesar Chavez, Francisco Jimenez knew from firsthand experience what life as a migrant worker was all about. Based on what you have read about Francisco’s way of life and after reading the biographical information on Cesar Chávez, compare and contrast how were their backgrounds, their challenges, family, and their accomplishments. May be a partner projectChapter Focus Questions 1. What is Francisco’s first memory of La migra? (p. 95)2. What happens if la migra does a raid of the labor camps? (p. 95)3. Where is their temporary home? (p. 97)4. Why does Francisco like Santa Maria so much? (p. 99-100)5. What are the family’s living conditions like in the barracks? (p. 100-101)6. Both Roberto and Francisco are very hopeful for the job at the shoe store, why? What would that job mean for them?7. How will a year-round job for Roberto change the family’s lives?8. Who comes for Francisco at the beginning of Miss Ehlis class? What do you think this means? (p. 111)9. On the first page of the story, Papa? says “Once we cross la frontera, we’ll make a good living in California”. Having finished the book, do you think this is true? Did they make a good living in California? Do you think it was worth coming to the United States? Do you think their lives were better? Why?10. Think about the passage Francisco is memorizing for his teacher. What seems unfair when you compare the words in the passage to the actions that happen next to his family? Discussion/Writing Questions1.Do you think that too much pressure is put on Roberto, as the oldest, since Papá is injured? Have you or someone you know ever had a great deal of responsibility expected of you? How did you or the individual handle it?2. After learning that Francisco and Roberto were picked up by the border patrol, what can the reader conclude about their future? Support your answer.3. How does the reality of Panchito’s family’s situation compare with your definition of The American Dream? What have they accomplished already, and what do they have yet to achieve? Pictures of la Migra- Border patrol officersCopy of Declaration of IndependenceSmall/Whole group discussion Close Reading/Read AloudGraphic Organizer with guided questionsUse of RACE to answer questionsSuggested Close Reading PassageDiscussion QuestionsPg. 132-133By Friday, I had memorized the introductory lines to the Declaration of Independence and could recite them with relative ease. Only the word “inalienable” caused me problems. I had trouble saying it, so I broke it into syllables and repeated each sound slowly, followed by the whole word. On my way to school on the bus, I took out the black notepad from my shirt pocket, closed my eyes, and practiced saying “in-a-li-en-a-ble” silently to myself. The kid sitting next to me gave me a puzzled look and asked, “Are you trying to say something?”His question took me by surprise. “No,” I answered. “Why do you ask?”“Well, you keep moving your lips.”A bit embarrassed, I told him what I was doing. I don’t think he believed me because he stared at the note pad I was holding in my hand, mumbled, and changed seats”.Pg. 133-134At one o’clock, right after lunch, I was the first one in Miss Ehlis’s classroom. I sat at my desk and went over the recitation in my mind one last time: “We hold these truths to be self-evident: that all men are created equal; that they are endowed by their creator with certain inalienable rights; that among these are life, liberty and the pursuit of happiness…” I checked the text in my note pad to make sure I had not forgotten anything. It was perfect. Feeling confident, I placed the note pad inside the desk and waited for the class to start.After the bell rang and everyone was seated, Miss Ehlis began to take roll. She was interrupted by a knock at the door. When she opened it, I could see Mr. Denevi, the principal, and a man standing behind him. The instant I saw the green uniform, I panicked. I wanted to run but my legs would not move. I began to tremble and could feel my heart pounding against my chest as though it wanted to escape too. Miss Ehlis and the immigration officer walked up to me Putting her her right hand on my shoulder, and looking up at the officer, she said sadly, “This is him.” My eyes clouded. I stood up and followed the immigration officer out of the classroom and into his car marked “Border Patrol.”The word “inalienable” means unable to be taken away from or given away by the possessor. What is the significance of Panchito having trouble pronouncing this word?What other meaning might “inalienable” have for Panchito regarding his status as in immigrant and migrant worker?What is the significance of the child sitting next Panchito reacting to Panchito’s practicing his pronunciation of “inalienable”?How does Panchito feel when he enters the classroom?How does he feel when the immigration officer arrives?Why is the passage of the Declaration of Independence that Panchito recites to himself significant to Panchito?How does the passage from the Declaration of Independence relate to the arrival and actions of the immigration officer?Does Panchito have the “inalienable rights” of life, liberty and the pursuit of happiness”? How do you know? ................
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