Click here for lessons for Esperanza Introduction and Chapter 1
Click here for lessons for Esperanza Chapters 2, 3 and 4
Click here for lessons for Esperanza Chapters 5, 6 and 7
Day 7: Review Chapter 1-7, Read Ch 8 & 9
When I had done this lesson, it was the week after Spring Break so with there being a week off since we read Esperanza, I wanted to come back and do a review activity in which the students could review what happened in Chapters 1-7.
PowerPoint for Chapters 8 & 9
(25 min) Jigsaw: In groups of 4, each student is assigned a number. Then tell students to go to the group with all of their numbers. Split into smaller groups if needed. (If 8 students are #1, split into 2 #1 expert groups). If in original group only has 3 members, then when they join back together they will learn the fourth topic from another team. If group of 5, two students are assigned one topic and instructed to work together. Set timer for each of following things and keep students on track and speaking in target language for the short timed portions.
(5 min) Write down these important words: el sindicato, la huelga, la frontera, esperanza and Ch 8 and 9 vocab
(15 min) TPR and PQA Ch 8 and 9: lleva (llevar), puede (poder o-ue), para (parar), sigue (seguir e-i), el abogado, está desesperado/a
(15 min) Read Ch 8 – Teacher reads while students do the motions for each vocabulary word (teacher does along with class) and teacher pauses along the way having students answer the Qué pasa en… with a partner, then call on a volunteer to answer for class for stamp. This activity is on my PowerPoint and was taken from Martina Bex's Ch 8 Esquema.
(10 min) Review facts from last week’s quiz about Immigration and Asylum – focus on main causes as well as what asylum is and the challenges for attaining it. They will see Esperanza in her attempt of getting political asylum. Why is she be applying for this? Try to integrate this essential question: ¿Qué deberes tiene el estado? Based on the US offering asylum in these situations, what does this show you about what the US believes are the right of citizens and the obligations of a nation? - have students answer with partner
(10 min) In Pairs: Begin reading Ch 9 together out loud.
Day 8: Chapters 9 & 10
PowerPoint for Chapter 10
(15 min) Warmup: In Pairs: Finish reading Ch 9 with partner. Fill out a four square story map on warmup calendar together. One box: Stressful moments, Another: Hopeful moments, One box: A question Another box: Something important
(10 min) Review with the This or That PP on Stress or Hope from Martina Bex – show slide and have students say to partner if Causa Esperanza o Causa Estrés with partner – after showing all slides then go back thru and call on volunteer to share answer to class.
(10 min) Talk with partner about the practice vocabulary questions for quiz
(20 min) Verbal Prediction with partner – what will happen at end of the book? Teacher reads Chapter 10 to class as students follow along and act out as vocabulary appears (last review of vocab before quiz next week!) – teacher acts along if needed. Read Epilogue to class.
(3 min) Descanso Cerebral: Simón Dice – set timer 3 minutes and have a student be the caller for the class, whoever is not out at end of 3 minutes gets a stamp.
(15 min) Show sections from Well Founded Fear which documents the US asylum process – shows the difficulty of being an asylum officer and the difficulty of granting asylum.
Watch Part 1: Start 2:40-4:02 and then 9:08-10:50
Watch Part 2: Glady’s – El Salvador start 3:44-7:32 and then start 8:02-11:25
It was a great novel and the students enjoyed it and enjoyed the comprehensibility of it! I had a student come to me afterward and asked if he could borrow a book to read to his grandmother who is Guatemalan. Wow!
Click here for lessons for Esperanza Chapters 2, 3 and 4
Click here for lessons for Esperanza Chapters 5, 6 and 7
Day 7: Review Chapter 1-7, Read Ch 8 & 9
When I had done this lesson, it was the week after Spring Break so with there being a week off since we read Esperanza, I wanted to come back and do a review activity in which the students could review what happened in Chapters 1-7.
PowerPoint for Chapters 8 & 9
(25 min) Jigsaw: In groups of 4, each student is assigned a number. Then tell students to go to the group with all of their numbers. Split into smaller groups if needed. (If 8 students are #1, split into 2 #1 expert groups). If in original group only has 3 members, then when they join back together they will learn the fourth topic from another team. If group of 5, two students are assigned one topic and instructed to work together. Set timer for each of following things and keep students on track and speaking in target language for the short timed portions.
- (8 min) In expert groups, students review the chapters they are assigned and create 5 sentences in Spanish (at least 5 word sentences) that best capture what happened in the chapters. For B DAY FIT write 4 sentence in 6 minutes.
- (12 min) Once finished, students go back to original groups and each share their 5 sentences (set timer 2 min, 30 sec per person). Person 1 and 2 draw Ch 5-7 (5 min) and 3 & 4 draw 1-4 (5 min)– 4 drawings each as other members share again what they wrote. For B DAY FIT only have to draw 2 sentences in 3 minutes each group.
(5 min) Write down these important words: el sindicato, la huelga, la frontera, esperanza and Ch 8 and 9 vocab
(15 min) TPR and PQA Ch 8 and 9: lleva (llevar), puede (poder o-ue), para (parar), sigue (seguir e-i), el abogado, está desesperado/a
(15 min) Read Ch 8 – Teacher reads while students do the motions for each vocabulary word (teacher does along with class) and teacher pauses along the way having students answer the Qué pasa en… with a partner, then call on a volunteer to answer for class for stamp. This activity is on my PowerPoint and was taken from Martina Bex's Ch 8 Esquema.
(10 min) Review facts from last week’s quiz about Immigration and Asylum – focus on main causes as well as what asylum is and the challenges for attaining it. They will see Esperanza in her attempt of getting political asylum. Why is she be applying for this? Try to integrate this essential question: ¿Qué deberes tiene el estado? Based on the US offering asylum in these situations, what does this show you about what the US believes are the right of citizens and the obligations of a nation? - have students answer with partner
(10 min) In Pairs: Begin reading Ch 9 together out loud.
Day 8: Chapters 9 & 10
PowerPoint for Chapter 10
(15 min) Warmup: In Pairs: Finish reading Ch 9 with partner. Fill out a four square story map on warmup calendar together. One box: Stressful moments, Another: Hopeful moments, One box: A question Another box: Something important
(10 min) Review with the This or That PP on Stress or Hope from Martina Bex – show slide and have students say to partner if Causa Esperanza o Causa Estrés with partner – after showing all slides then go back thru and call on volunteer to share answer to class.
(10 min) Talk with partner about the practice vocabulary questions for quiz
(20 min) Verbal Prediction with partner – what will happen at end of the book? Teacher reads Chapter 10 to class as students follow along and act out as vocabulary appears (last review of vocab before quiz next week!) – teacher acts along if needed. Read Epilogue to class.
(3 min) Descanso Cerebral: Simón Dice – set timer 3 minutes and have a student be the caller for the class, whoever is not out at end of 3 minutes gets a stamp.
(15 min) Show sections from Well Founded Fear which documents the US asylum process – shows the difficulty of being an asylum officer and the difficulty of granting asylum.
Watch Part 1: Start 2:40-4:02 and then 9:08-10:50
Watch Part 2: Glady’s – El Salvador start 3:44-7:32 and then start 8:02-11:25
It was a great novel and the students enjoyed it and enjoyed the comprehensibility of it! I had a student come to me afterward and asked if he could borrow a book to read to his grandmother who is Guatemalan. Wow!
