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Esperanza Rising_basic and vocabulary lesson plan

Page history last edited by Siri Anderson 15 years, 5 months ago

~~~~~Esperanza Rising Lesson Plan~~~~~

Name: Erica Haug-Gonzalez

Date: Grade Level: 7th

Subject: Social Studies-Immigration

Title of Lesson: Esperanza Rising

Standard:

Objectives of Lesson/Learner Objective:

-Students will analyze both the hardships and lessons learned that migrant workers have faced in the past through class discussion, roses, and short stories.

-Students will be able to compare/contrast Esperanza's story and their own written story.

-Students will master new vocabulary words presented in the story.

Materials Needed/Preparation:

-a pink rose

-pink and green construction paper

-petal and thorn patterns

-scissors, pencils, markers, crayons, colored pencils

-Copies of Esperanza Rising for each student

-Copies of vocabulary words/definitions

-Vocabulary cards (index) for word wall

-Word sort activity handout

-Word scramble activity handout

-Paper and rings for short stories

Anticipatory Set/Motivation/Snappy Launch:

-Show the students a pink rose. Point out that the rose is very beautiful, but it also has thorns. Discuss things that are “thorns” in their lives as well as things that are “petals.” Introduce Esperanza Rising and explain that this story deals with the struggles and triumphs that Esperanza faces in her journey to America.

Procedure:

-Vocabulary Activities- At least one of these vocabulary activities should be done daily before reading from the book aside from Activity 1 which will be an introductory lesson.

Activity 1- Word Hunt

After a power point presentation of the new words and their definitions, I will have the students do a vocabulary word hunt. I will have the words displayed on a bulletin board and the students will search for the words that have been “hidden” around the room. When the students find a word, they will place it on top of the written word on the board. Once all the words are found, we will discuss the word and the true meaning, and come up with our own class definitions. This will now be our “resource” bulletin board for the unit. When applicable the definitions will be covered. (see link below)

Activity 2- Make it visual

Each student will use one sheet of white construction paper/vocabulary word to draw a picture of each of the words. I will collect all of the pictures and make sure they apply to the word. We will use the pictures for review. I will hold up the picture and have the students try to tell me the vocabulary word that it represents. Not only will the students recognize the words from their own pictures but also from their classmate’s drawings. These pictures will also be displayed around the room when we are not using them for review.

Instructions: Write the vocabulary word on one side of the paper. Using crayons or colored pencils draw a picture to help remind you and your classmates what the word means. Be creative! The more colorful they are the easier it is to remember the picture/word.

Activity 3- Listen carefully

Each day we read in class, two students will be given a bell. Each time one of them hears a vocabulary word they will ring the bell and will we stop and each student will write a sentence in his/her journal using the vocab word.

Activity 4- Word sort

The students will fill out a word sort chart that requires them to sort the vocabulary words based on the categories of people, feeling, actions, and a general category, things. After they have filled it out individually they will meet with a partner to compare their answers. Then the answers will be discussed as a class. (See link below)

Activity 5- Extra practice

The students will do a vocabulary word scramble individually. (see link below)

Activity 6- Skits

Directions will be given orally and the words will be on index cards (one set for the groups and one set for the teacher.)

The class will be divided into groups of five. Each group will be given two tier two vocabulary words and one tier three bonus word. They will need to work together to develop a short skit for each word.

The teacher will randomly select a word from the five words given at the beginning of the activity. The group of students will then act out the word for the rest of the class to figure out.

Activity 7- Stickman Game

The students will count off by twos and get together with a partner to play Stickman using the vocabulary words. They can choose any word they want from the vocabulary resource bulletin board. An example will be done on the board before the students divide up with their partners.

Directions: Using your own notebooks and pencils, follow the example on the board to play your own game of Stickman with your partner. You can use any of the vocabulary words on the resource bulletin board. Make sure to write down the correct number of lines for the letters of the word. Have fun!

Activity 8- Vocab Word Upset (topic appropriate rendition of Fruit

Basket Upset)

Students will sit or stand in a circle with one less space than there are students. Each student will represent a vocabulary word. One student will be in the middle and read a definition from one of the vocabulary words that is written on an index card.

Once the definition is read, the students that are the corresponding answer (vocabulary word) will quickly move with the goal of getting to an open space before the others. The student who is left without a space then becomes the definition reader in the middle. Occasionally the teacher will say ESPERANZA! and all of the students will run to find an open space.

As an added “touch,” there will be Hispanic music playing in the background.

-The students will read Esperanza Rising daily either independently, out loud in class, or by oral reading by the teacher.

-After each chapter is read, there will be a discussion about the struggles and triumphs that Esperanza experienced.

-Students will then make a thorn that represents one struggle and write it on the thorn.

-Students will make a petal that represents a triumph and write it on the petal.

-They will then add the thorn and petal to a stem that has been placed on a bulletin board in the room.

* rose idea adapted from http://www2.scholastic.com/browse/collateral.jsp?id=998

-On completion of the story, each student will write and illustrate two short stories. One must be about their own hardships/triumphs and the other must be about Esperanza’s hardships/triumphs. Each page must include an illustration as well as at least one sentence. The students must also use at least three vocabulary words within the story. This activity can be modified to only include illustrations for those students that have trouble with writing sentences.

Classroom Management:

-Clear instructions for transitions will be given before the students move to an area other than their desks.

-Before the lesson begins, the teacher will put up a bulletin board that resembles a rose garden. There will need to be one stem per student.

-All supplies will be organized and easily accessible to the students and will be cleaned up when done using.

Student Assessment & Check for Understanding:

-Informal assessment will be done randomly to assess for participation and understanding of material.

Rubric for Short Story

-On a scale from 1-5 score yourself in each of the categories. With 1 being I didn’t finish or do my best work, and 5 being I did my best work.

1-5

1. I included five pages in my stories.
2. I wrote at least on sentence for each page.
3. I illustrated a page for each sentence.
4. I used at least three vocabulary words in my stories.
5. I made a cover for my story with my name as the author.
Total Points
Total points possible.	25