Esperanza Chapters 4, 5, and 6

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WOh me oh my I’ve gotten behind on my blogging! Here are the plans that I used for Esperanza Chapters 4-6:

CHAPTER 4

  1. We interpreted these two examples of Esperanza’s family tree and my own family tree as an expansion of the pre-reading activity found in the Teacher’s Guide.
  2. Students create their own family tree with written descriptions of several family members. This is a writing assessment, and the parameters are contained in this document (it also includes three separate rubrics so that you can find one that fits your students’ proficiency level).
  3. We discussed the pre-reading question from the Teacher’s Guide.
  4. I read chapter 4 aloud to students.
  5. Students re-read chapter 4 while completing this Esquema.
  6. We reviewed the Esquema and discussed the comprehension questions included in the Teacher’s Guide.
  7. I did the Quién lo dice activity orally with the students as a listening practice. They had to write down the letter of the character (I had the list on the board) and write down the translations for each quote.
  8. We did the currency/coinmill activity together as a class on the overhead.
  9. I did not use the reading on the civil war (saving it for a sub plan day!) nor the chapter quiz that are included in the guide.

CHAPTER 5

  1. I made a reusable class set of the pre-reading “cut up the events and put them in order” review activity from the Teacher’s Guide, and students worked with a partner to complete it.
  2. We discussed the pre-reading discussion questions from the Teacher’s Guide.
  3. I read chapter 5 aloud to students. While I read, they drew a mural of what they understood. Whenever they didn’t understand something, they stopped me and I clarified before moving on.
  4. I read it a second time while they kept working on their murals, adding more detail.
  5. We discussed the comprehension questions from the Teacher’s Guide.
  6. I projected the fill-in-the-blanks vocabulary activity from the Teacher’s Guide, and students worked individually to complete it before we reviewed it as a class.
  7. Students completed this word sort using words from Chapter 5 (instructions here). I made a reusable set, as I recommended doing in the instructions. Students were able to use their books as they worked on it so that they could look up how the words were used in the chapter.
  8. Students did the letter writing activity from the Teacher’s Guide as a formative writing assessment.
  9. We did the public transportation reading from the Guide and discussed the questions. This was great timing, because our city is in the middle of a heated debate because of a bill that would ban any city worker unions, which would have a huge effect on our public transportation.

CHAPTER 6

  1. We did the ‘Which character?’ pre-reading review activity.
  2. Students had the choice to read the chapter individually, out loud with a partner, or in a small group with me. I told students that when my small group finished reading, I would give a short quiz on the chapter. This encouraged them to get started quickly and stay on task so that they finished the chapter before my group did.
  3. I gave a three question quiz that counted as a Work Habits (Citizenship) grade. I asked the students to respond in English to these three questions: 1. Write down anything you know about the guy named Edgar, 2. Write down anything that you understood about Alberto’s journey to the US or his life there, and 3. Write down how Esperanza is feeling at the end of the chapter, and why.
  4. In this chapter, much of the ‘action’ is actually a character describing something that has already happened. My students have a difficult time separating action from information (or previous action), so we used this slideshow (I could only attach the PDF here; answers are on the last two pages) to do ¿Antes o durante? (Before or during?).
  5. Students then re-read the chapter and completed this Esquema. It is a modified version of the one in the Teacher’s Guide, because my students needed a little bit more structure/direction.
  6. We reviewed their Esquemas as a class. When we discussed Edgar’s funeral (event #1), we did the Novena reading from the Teacher’s Guide.
  7. We did the chapter and book review activity from the Teacher’s Guide as an Inside/Outside circle deal.

 

6 comments

  1. I am SO benefiting from doing this book as you are doing it. Thank you for all that you provide here. It’s truly is a lifesaver. Have you been using the audio CD? My students are actually really into it.

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  2. I agree…my students LOVE the audio CD. I was looking at the family tree examples and when I open it, it has all kinds of crazy letters and symbols on it? Am I doing something wrong?

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  3. Thank you so much for all the different ideas. I really feel my students are understanding the Guatemalan culture and can really articulate the book. I can just hear them hold their breath as we read some of the passages!

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