Click here for Introduction and Chapter 1 of Esperanza
Click here for Esperanza Chapters 2, 3 and 4

Day 5: Chapters 4 & 5
(15 min) We didn't quite finish chapter 4 the other day, so we started by finishing Ch 4. I read it outloud to student and they listened they filled out the last scene (estación de autobuses) of Martina Bex's esquema for Ch 4 in sheet protector with a thin dry erase marker. Went over answers for stamps and then I showed pic of Guatemala City to Chiapas, Mexico on my PowerPoint.

Remember my classes are 90 minutes long so for the remainder of class we did the following
(15 min) TPR Vocabulary for Ch 5: llega, gente, le da & for Ch 6: está triste, parece, toma.  Personalized Question and Answer for Ch 5.  Have students use reactions during PQA!!

(15 min) Chapter 5 Silent Reading: Students read chapter 5 alone and answer the 8 questions on warmup calendar. Silent reading 10 minutes, give extension if needed, go over answers. Click here for the Chapter 5 PowerPoint with questions.

(3 min) Descanso Cerebral: Simón Dice

(20 min) Read to class Chapter 5, act out from beginning of Ch 5 to pg 27 (scene on bus) – up front have chairs/desks lined up like a bus, put a scene on screen/board (draw fake windows), on the other side of room draw a house with Alberto standing outside. Teacher is Esperanza, have actors for Lili, Ricardito, a few people for “gente” including one man, and two soldiers. Give actors fake quetzals (Esperanza needs 300 quetzales, rest can have 100). Give actors a copy of story highlighted on their role. Teacher reads story as students and teacher act out.

(15 min) Chapter 5 Word Sort activity by Martina Bex with partner – have the pieces cut up and placed in envelopes. Following instructions are from Martina.

1. Explain to the students that they must split up the words into categories. They must create their own categories for the words, but they may not create categories like “words” or “other”. They must fit every word into a category, and no category should have fewer than three words. (Try to include several words that don’t fit in well with anything else to make the activity more challenging!) They could keep it simple and do “people”, “places”, “things”, “adjectives”, etc., or they could try to be a bit more creative: create one category for each person or event, and put everything that has to do with that person or event in that category. Depending on which text you use, students can come up with some pretty awesome categories!!
2. As they work, walk around the room and ask students to explain to you (in the target language) what their categories are and why the words in it fit into that category. You will find that they come up with some pretty far-fetched and creative explanations to fit certain words together!
3. If a group finishes early, have them create new categories and re-organize the words.
   

Day 6: Chapters 5 & 6

(15 min) Review vocab from Ch 5/6 – múestrenme and then give groups of 3-4 one minute to go round robin and each say a sentence about what has been happened so far using just their vocab notes (no books) and keep going around till minute is up. Give them another minute this time saying you want them say 4-5 word sentences. Call on groups to share with class. Introduce and quickly TPR words for Ch 7: hacia, camina, va, paga

(20 min) Show picture of Presidente Cerezo – they will read about him in Ch 6.  Students take a quiz on cellphones on Socrative about the article about Immigation from Guatemala and Asylum.  When finished, quietly read Ch 6.  Chapter 6 and 7 PowerPoint

(15 min) Once all are finished, have students finish reading Ch 6 with partner and answer the questions from Martina Bex's esquema on warmup calendar (10 questions). Go over for stamps and then collect stamp pages and warmup calendars

(5 min) Descanso Cerebral: Guerra de Pulgares

(20 min) Teacher gives choice (either  calls on volunteers to read portions of Ch 7 to students as they follow along or teacher read to class) – have them pay attention to the time periods mentioned by looking at Martina Bex's esquema 7 but don’t write anything down. Clarify when needed.

(7 min) Assign each pair one of the 8 times on the cronología detallada –esquema 7 – They discuss the missing details for that time frame and do a Quick Draw (5 min): on a piece of paper draw picture of what is happening. They need to be able to say in Spanish the 5 facts. One is person A and the other B. 

(8 min) Slide the Line: One person is A and another is B. Stand across from one another and A has the paper. Person B slides down one time for a new partner. Persona A explains to this new partner including the 5 facts. This person B learns from that person A about that time period and then teacher tells person B to slide down again. Person B who just learned about it, has to explain. Person A can help by asking the questions on board (¿Qué hace?, ¿Dónde está?  and explain to next person coming. Keep switching back and forth while sliding. Students will have to pay attention since in just minutes is presenting the information.

Day 3: Chapter 2 and intro 3
Today was an 83 minute day. Click here to see what I did Days 1 & 2 (Intro and Chapter 1 of Esperanza)
Many ideas came from Martina Bex's blog so be sure to check there too!

(25 min) TPR Vocabulary for Ch 2: espera, llora, regresa, está contento/a, duerme and recycle/review Ch 1 vocabulary. See Chapter 2 and Intro Ch 3 PowerPoint.

(15 min) Free Reading: Students read Ch 2 on own and complete a four square story map (from Martina Bex) as they read the book. After free reading, have students hold up find 0-5 for comprehension.

(12 min) Choose 2 actors – teacher reads the story and plays the mom (Esperanza) while the two play the kids. Provide a copy to the actors with their lines highlighted. (If no volunteers then have ALL students act it out at their seat with a partner – one be Liliana and the other Ricardito and they have to say lines to partner) while teacher reads the narrator portion and acts out mom. This wasn't an issue for my classes! They were excited to see it acted out but just in case. :)

(5 min) Descanso Cerebral: Juego de Vasos. See my PowerPoint above.

(15 min) Hand out envelopes of the Martina Bex's Ch 2 timeline activity and students assemble the timeline with partner. Raise hand and receive a stamp for finishing.  Martina has it where students cut and glue to the page but I just made a class set and put in envelopes and had them just place on without gluing.

(10 min) TPR vocabulary for Ch 3: está preocupado/a, le responde, tengo miedo, le (me) dice and recycle vocabulary from previous chapters (will be in Ch 3 again). Can do PQA (personalized question & answer with vocab)

It was a successful day! Great novel thanks to Carol Gaab and great activities thanks for Martina Bex!

Day 4: Chapter 3 and 4
Today was a 90 minute period. Chapter 3 has a scene in regards to Huelgas (strikes) and made for a perfect was to work on the essential question in regards to Global Challenges: ¿Qué derechos y deberes tienes como ciudadano?

(15 min) Quickly TPR the new words written and practiced yesterday and go over the PQA if didn’t get to it

(15 min) Teacher reads Ch 3 – clarify and explain pieces of the story that need clarification.

(15 min) Post Reading – students complete esquema for Ch 3 (from Martina Bex)- put worksheet in a page protector and have students complete with thin dry erase marker. They can reread and complete by discussing with partner. Go over answers and give stamps.

(5 min) Descanso Cerebral: Juego de Vasos – show clip first without cups and having students follow along with hands.

(20 min) Handout worksheet on Huelgas (click here for Ch 3, Huelga and Ch 4 PowerPoint) in a page protector – go over what a huelga is, show example letreros on PP, show first 40 sec clip of Huelga in Guatemala. This is same video showed other day.....but now focusing on what a huelga looks like.
Students go to pg 15 when talks about the huelga and reflect and write 3 things they think the huelga signs might have said using a dry erase marker and writing on paper that is inside page protector (put frases útiles from PP up to help). Call on volunteers to share for stamps.
Ask students: ¿Qué derechos tienes como ciudadano?  Students choose a right they think is experiencing oppression and write what would be on their signs at the huelga on the right front side. After giving time to think and write, have them choose their favorite saying and using the back side of the worksheet (in page protector), have them write the phrase big and draw an image to represent cause.
If time, have students stand up and walk around speaking out about their cause (saying the things from their signs) and holding their paper up. Could have them write one of their sayings big on the back side of sheet protector and hold up that one sign. They try to find people with same cause as theirs and join together as a group. There might be all different causes or people demonstrating for the same rights.

(10 min) TPR & PQA with Ch 4 Vocabulary: corre, quiere, busca, come, escucha (recycle previous Chapter vocabulary)  

(10 min) Read outloud Ch 4 to students – while students listen they fill out Martina Bex's esquema for Ch 4 in sheet protector with a thin dry erase marker. Go slowly so students can number each event as it happens, have them label the places first. Clarify along the way, PQA along the way if needed. Go over answers and give stamps after #1 & #2. Did not get to #3 section of chapter. Will finish next class.

Today was another successful day and got to look big picture at their rights as citizens. After we had our "strike" I asked them "Do you believe citizen's have the right to go on strike?" Of course no right or wrong answer....just wanted to get them thinking about what rights all individuals should have.