Educator: Rachel Bender

Subject: Social StudiesUnit Plane Name: Esperanza Rising – A Social Studies AdventureI hGrade Level: 5Length of Unit: 5 daysDuration: 1hour per day, except Day 5 (4 Hours)

Prerequisite Knowledge: Students will have just finished reading “Esperanza Rising” and will have a basic background understanding of the causes and effects of the Great Depression in the United States.

Unit Objective: Students will understand the historical and geographical concepts connected to the novel “Esperanza Rising” written by Pam Munoz Ryan.

DAY 1: Mexico & Esperanza’s Environment

Educator: Rachel BenderLength of Lesson: 1 dayDuration: 1 hour

Objectives:

Students will..

Explore and expand their knowledge about Mexico, Esperanza’s country of birth. Students will be using map skills to compare and contrast the location of Mexico with California. Students will reproduce their own version of the Mexican Flag. Students will complete 5-3-1 activity to reinforce the new material.

Materials:

Composition Journal Pen or pencil Coloring Pencils Doc-Cam Computer with Doc-Cam software. Sound System must be available. Traditional Mexican Music Access to the internet, Website: Discovery Kids, Mexico SMARTboard Elmer’s Glue (1 per child)

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Procedures

Bell Ringer/Motivating Activity

Teacher will have Mexican music playing softly as students enter the room. Teacher will instruct students to sit down at their desks. Teacher will hand-out “Mexican Flag” sheets to each student. Teacher will hand out coloring pencils. Teacher will instruct students to color in the Mexican flag how THEY think the Mexican flag is

actually colored in. Students will have 3 minutes to color. They may discuss the Mexican flag colors with their table

peers. Teacher will ask students to raise their hand with their flag in the air to show their work to the

rest of the class. Teacher will show OWN sample of the Mexican flag colored in. Students will be able to see the

actual colors and compare their own work. How close were they to being accurate? Teacher will pin Mexican flag sample to whiteboard.

Students will be instructed to leave their flags to one side of their table. Students will be instructed to get out and open their composition books. They will also need a

pen in to prepare for the main lesson.

Main Lesson

Review

Teacher will remind the student about the book “Esperanza Rising” Written by Pam Munoz Ryan which the class will have worked on for Common Core ELA, Module 2.

Teacher will invite students to raise their hand and share their thoughts. What can they remember about the book “Esperanza Rising” Why is it an important story? What happened in the book? What was the story about and where did it take place?

Teacher will have students write down 1 fact they remember about Esperanza rising and fold their piece of paper in half.

Teacher will open the individual facts, read them aloud and write student suggestions on the SMARTboard.

Students will write down the facts for future reference in their Composition book. Teacher will put the student facts together and also add to the facts if needed, ensuring all

students are aware of the main story concepts in “Esperanza Rising.”

New Content

Teacher will transition students from the review to the new content by getting the class to pay attention by saying “Show me five” and raising their hand. This is with the understanding that the students know to do the same.

They shall be asked to begin a new page in their composition journals with their pencils ready. Students will be learning about the country Mexico and they will be told that they are about to

watch documentary about it. Students are instructed to write down any questions they might have about the Discovery kids

documentary. The teacher expects at least 3 questions per student.

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Students will watch a Discovery for Kids documentary about Mexico. This is to give them a basic idea about the country.

http://kids.nationalgeographic.com/kids/places/find/mexico/

Teacher will call on different students who may have a question regarding the video. The teacher will review the main theme of the documentary.

Students shall then be expected to Compare and Contrast the environment/weather from Mexico (where Esperanza was born and lived) to California (Her life as an immigrant camp laborer). Why are the two different countries so different? What made them similar?

Students will also be asked to think about what the land and terrain in Mexico is like. What kind of rocks would they have there? What color? Would they be Sedimentary, Metamorphic or Igneous? Why? Students will be encouraged to research further on the computer. What did the documentary say about the weather in Mexico? Do they ever have any natural disasters there? (Dust bowl, for example)

Students will take turns to use the classroom computers and the class library collection to explore and discover the questioned posed and more about Mexico from a scientific perspective. What would a geologist say about Mexico? Are there any volcanoes/mountains there?

Students shall record and print their computer based research and glue it into their composition journals.

Students will then research California. What is the terrain like there? Is the weather activity the same or different? Why? Have they ever had a natural disaster?

Students shall create a table. One side will say “Mexico” and the other will say “California” The table shall list “Rocks, Terrain, Weather”.

As a whole class group, students will discuss the differences and similarities between the two, with the instructor writing their answers on the whiteboard.

Students will be asked to begin a new page in their composition journal. The teacher will then write “I want to visit Mexico because…” Students will then have to

complete the sentence with a one page writing assignment based on the video on Mexico that they have just watched. They need to incorporate at least 5 aspects of Mexico that they have learned from the video about Mexico.

They will have 15 minutes to complete this task quietly and independently. Teacher will move around the room, assisting students with grammar. When all students have completed the assignment, students will turn to their shoulder partner

and share their story. They will have 5 minutes for this task. Students will be invited to raise their hand and share their work with the rest of the class. Teacher writes “Mexico” on the SMARTboard. Teacher turns to the students and instructs them to shout out one or two words that can be

used to describe what they like about it. Once students have added their facts about Mexico, teacher will expand upon this knowledge.

For example, if the student’s do not mention it, teacher will add that the capital of Mexico is Mexico City. Their currency is called: Paso’s.

Teacher will write these suggestions onto the board to serve as a visual reminder.

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Reinforcement Activity

Teacher will have copies of “Esperanza Rising” on front desk so that students can refresh their memories about the story.

Students will be allowed the students an opportunity to read their notes from the Mexico Documentary.

Students will be given a new Mexican Flag hand-out. It is the same hand-out that was given during the anticipatory set.

Students will be given coloring pencils and asked to color in the flag once again, this time the teacher will ask them all to say collectively what the colors are.

Teacher will instruct students to ALL wave their Mexican flag in the air so that their classroom peers can see it.

Students will glue their flag into their composition books.

Closure

Students will close their books and put them away. Teacher will put BrainPop up on SMARTBOARD. Mexico Quiz will be displayed for the class. Students will volunteer to answer by raising their hand. They shall then be invited to come to

the front of the class and answer the question. If the question is incorrect, this is a good time for the instructor to reinforce the material already learned about Mexico, and another student can then be invited to try and answer.

Composition books to be handed in to instructor will be the ticket to leave.

Evaluation/Assessment

FCA #1: Students one page written assignment “I want to visit Mexico Because” This must include 5 facts about Mexico based on the Discovery Kids Mexico Documentary. (60 Points)

FCA #2: Mexican Flag. (20 Points) FCA #3: Written facts about Esperanza Rising and the main storyline .(20 Points)

New York State Standards

Intermediate Social Studies.

STANDARD 2: World History. Key Idea 1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives. • know some important historic events and developments of past civilizations

ELA State Standards

Reading:

Reading Standard. Fluency. Grade 5. Key Idea 4. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing:

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Writing Standard. Production and Distribution of Writing. Grade 5. Key Idea 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) a. Produce text (print or non-print) that explores a variety of cultures and perspectives.

Speaking and Listening Standards:

Speaking and Listening Standard. Presentation of Knowledge and Ideas. Grade 5. Key Idea 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace

Intermediate Science Standards:

Science Standard 1: Scientific Enquiry. Key Idea 1:The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. Performance Indicators: S1.1 Formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations.S1.1a formulate questions about natural phenomenaS1.1b identify appropriate references to investigate a question

Science Standard 2: Information Systems. Key Idea 1: Information technology is used to retrieve, process, and communicate information as a tool to enhance learning. Performance Indicator: 1.3 Systematically obtain accurate and relevant information pertaining to a particular topic from a range of sources, including local and national media, libraries, museums, governmental agencies, industries, and individuals.

Science Standard 4: The Physical Setting. Key Idea 2. Performance Indicator 2.2g Rocks are classified according to their method of formation. The three classes of rocks are sedimentary, metamorphic, and igneous. Most rocks show characteristics that give clues to their formation conditions.

Science Standard 4: The Physical Setting. Key Idea 2: Performance Indicator 2.2q Hazardous weather conditions include thunderstorms, tornadoes, hurricanes, ice storms, and blizzards. Humans can prepare for and respond to these conditions if given sufficient warning.

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DAY 2:The Life of a Mexican Immigrant.Educator: Rachel Bender Length of Lesson: 1 dayDuration: 1 hour

Objectives:

Students Will…

Explore Mexican Immigration during post-revolutionary Mexico. Observe and discuss attitudes and social classes of Mexican landowners. Compare and Contrast Esperanza’s life as she moves from Mexico to California during the great

depression. Research and Record information about how Mexican migrant laborers were treated in

California, United States.

Materials:

Whiteboard or SMARTboard. Dry Eraser Composition Book Pen Construction Paper Glue Esperanza Rising Book Doc-Cam

Procedures

Bell Ringer/Motivating Activity

As students enter the classroom, teacher will instruct students to get out their comprehension journals and their pen for writing.

Teacher will write on the Whiteboard “There is no rose without thorns” Students will be instructed to write down the sentence in their composition book. Instructor will remind the students that this quote is taken from “Esperanza Rising” page 14. Teacher will hand out “Esperanza Rising” by Pam Munoz Ryan to all students and instruct them

to find the paragraph. Students will be instructed to write down at least 3 paragraphs of what they think this sentence

means. What did Abuelita mean when she said it? Why is this metaphor important in Esperanza’s life? How does it relate to her life?

When students have completed the written component, they are instructed to “Think, Pair, Share” with their partner.

Teacher will invoke 5 minute classroom discussion about the metaphor. Teacher will hand out construction paper with a rose petal “template”

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Students will use scissors to cut out their rose petal. Students will add their Esperanza Facts onto the petal. Students will add their petal with the rest of the class and glue to create a rose. It will come together like a flower. This can be used as part of a bulletin board display. the essential question “Imagine that you have to move to a place you have never been before.

How do you think you would you feel? What would you miss about your life here, in this area?” Students will have 10 minutes to work, writing down their thoughts. Teacher will remind the students that they must use complete sentences during their

composition. Teacher will walk around the room, assisting students with spelling or as needed. After 10 minutes, teacher will pause and check that students have completed their work or if

they need extra time. They will told to signal how many more minutes they need with their fingers. 1 finger for 1 minutes and so forth.

When students are ready, teacher will instruct students to share their composition with their shoulder partner.

Students will be given 5 minutes for discussion with the option to share their work with the class.

Main Lesson

Review

Students will be placed into groups. Instructor will hand each group a “Fishbone” worksheet which is blank. Instructor will inform the students that they have 5 minutes to complete every blank space with

at least one word or two that is a fact about Mexico. Each student must write a word then pass it on to the next person in the group and so forth until all the spaces are complete. When all spaces have been filled, the group must shout “MEXICO!”

The first group to finish begins the next phase. They shall read aloud all their facts first. The other groups will check their lists if it has been mentioned. The next group then reads the facts they have gathered (But not the ones already checked off the list because those have already been said). This will continue until the last group.

New Content

Students will be told to return to their own seats and get their composition books ready. Students shall do a “Show of five” to demonstrate they have their composition books ready. Students will be reminded that they have read “Esperanza Rising” as part of their ELA module. Teacher will remind the students that the main character, Esperanza, has to move homes as part

of the book. Teacher will read aloud the following dictation:

“The plot of this novel unfolds from 1930-31 (with one chapter taking place in 1924). The two major historical forces that shape the plot are the Mexican Revolution and the Great Depression.

The Mexican Revolution began in 1910 and ended in 1917. Throughout much of its history Mexico, like many countries, was controlled by a small number of wealthy families. Most of the people who lived in Mexico were very poor and had no opportunity to get out of poverty. Various

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men battled for leadership of the nation while many people acted as vigilantes, burning down ranches and killing those with money. In 1917 a new constitution was adopted, but violence continued for the next decade as is seen when Esperanza’s father is killed in 1930.”

Students may circle words they are unsure of, and the teacher can discuss these words with the class for about two minutes.

Teacher will hand out a few additional copies of the dictation in case the students cannot keep up with the verbal dictation. They are only allowed 30 seconds to review the material. Teacher will also put up dictation on Doc-Cam for the whole class to see.

Teacher will instruct students to turn their dictation paper over and write 3 facts that they can remember about the written text. They can discuss their facts with their “Shoulder Partner” that is the person sitting next to them.

Students will work in pairs, the same “shoulder partner” that they had before as teacher hands-out the worksheet: “Mexican Americans during the Great Depression” .

The worksheet is a research activity. Students can use a classroom computer, the classroom library or the school library in order to answer the questions posed in the worksheet.

Teacher will check for comprehension of the instructions with the students, asking them to repeat what has been required of them.

Teacher will check for any questions and understanding of the assignment. Teacher will instruct students to begin, telling them that they have 15-20 minutes. Teacher will ask students to “Show five” to get their attention after 15 minutes have passed by. Teacher will go through the individual questions posed in the worksheet, discussing the answers

and the research that was gathered by the students.

Reinforcement Activity

Teacher will verbally connect the information from the research to “Esperanza Rising” Comparing and contrasting her situation to that of other immigrants at the time who moved from Mexico to California during the great depression. Was it similar? (Answer should be a resounding “yes!”)

Teacher will instruct students to discuss with a partner sitting next to them to discuss the following questions: What was the attitudes’ towards Mexican Landowners at that time? Why was social class an important factor and how did that social class affect the character Esperanza? What changed for Esperanza when she lost her father, her home burnt down and she was forced to move to new lands. Did her social class change? What were the attitudes of the people on the migrant farms? What was Esperanza’s attitude?

Students will write down these thoughts in a bullet-point format. Students will discuss their thoughts (briefly) with the class.

Closure

Teacher will ask the students to write a 3 paragraph commentary. This begins with “If I was a Mexican Immigrant….”

The commentary is the exit ticket.

Evaluation/Assessment

FCA #1: 3 written paragraphs describing what the metaphor “ There is no rose without thorns” (20pts)

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FCA #2: Written answers from Worksheet “Mexican Immigrants during the Great Depression”. (60 pts)

FCA #3: “If I were a Mexican Immigrant…” (20 pts)

New York State Standards

Intermediate Social Studies

STANDARD 2: World HistoryKey Idea 1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives. • know some important historic events and developments of past civilizations

STANDARD 2: World HistoryKey Idea 3: Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups. Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.

ELA State Standards

Reading Standards for Informational Text K-5Key Idea and Details. Grade 5. Key Idea 3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Writing Standards K-5Production and Distribution of Writing. Key idea 4. development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) Key Idea 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Speaking and Listening Standards K-5. Comprehension and Collaboration. Key idea 1 . Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly..a.Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion..b.Follow agreed-upon rules for discussions and carry out assigned roles.c.Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d.Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

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SAMPLE WORKSHEET: LESSON PLAN 2

Name: _______________________________ Date: ____________________

Mexican Americans During the Great DepressionDirections: With a partner, work together to answer the following questions. Use complete sentences. 1. What are 2 reasons that Mexicans immigrate to the United States in the early 1900s? 2. Describe at least 2 discriminations that Mexican immigrants and Mexican Americans faced in the United States? 3. What is repatriation? What was the purpose of repatriation programs? 4. Were Mexican immigrants and Mexican Americans looked at differently by state and local governments during repatriation? 5. Did Mexicans in the United States receive support from the Federal Government under the New Deal? Why or Why not?

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DAY 3: Esperanza Day!! Exploring Esperanza’s Culture.

Educator: Rachel Bender Length of Lesson: 1 dayDuration: 1 hour

Objectives:

Students Will…

Explore Mexican Culture through food mentioned in Esperanza Rising Design and Create Maracas Explore and celebrate the Mexican Holiday “Cinco De Mayo” Currency: The Mexican Peso

Materials:

Esperanza’s fruit lunch basket:o Potatoeso Tomatoeso Pomegranateo Figso Grapeso Peach

Making Maracaso Plastic Bottleo Dry Riceo Sticky Tape o Various bright colored paints.

Creating a Yarn Dollo Different colored Wool Yarno Scissorso Book to wrap the yarn around.

Composition Journal Pen/Pencil Doc-Cam Picture of Tomato Farm Laborer Whiteboard/SMARTboard Dry Eraser Music: Mariachi Home-made Mexican food (of choice) Hand-Out “Mexican Currency”

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Procedures

Bell Ringer/Motivating Activity

Teacher will play Mariachi music in the background. Students will be told they are pretending to celebrate “Cinco De Mayo” Cinco De Mayo facts will be dotted around the Classroom. They will say things such as “Cinco De

Mayo is a national holiday in Mexico” and “ It is celebrated in Mexico, especially in Puebla, with parades and speeches” and “Let’s celebrate!!”

Students will be told the importance of the day, and reminded of how they speak of the Cinco De Mayo in Esperanza Rising.

Students can eat the Mexico food or bring in their own dish Students will create their own Maracas

Use Plastic bottle Put dry rice inside Use sticky tape to create more of a maracas shape. Decorate with paints.

Students will be told to put the maracas at the back of the classroom and then return to their seats for the main lesson.

Main Lesson

Review

Students will be told to get out their composition journals and a pen/pencil Teacher will have pre-arranged different types of fruit that might have been picked during the

Californian Immigrant farmers. Tomatoes, Potatoes e.t.c . Next to the fruit will be different facts about it. Students will be invited to take a paper plate and go around the tables, tasting the fruit. They

are to write down notes and observations about the fruit. How does it grow? What color is it? Students are to write 1 paragraph about which fruit was their favorite. Why did it taste good?

What was your least favorite fruit? Why? Teacher shall talk about how the fruit that the students see on the tables all relate to Esperanza

Rising where the main character, Esperanza finds herself as a mirgrant worker in California living in the labor camps. Mention that the students have eaten the fruit that Esperanza herself would have picked out in the fields and vineyards.

Instructor will write K-W-L chart on the whiteboard/SMARTboard“What do we KNOW” “What do we WANT to know…” and “What do we want to LEARN” about Mexican Immigration.

Teacher will put picture of immigrant picking tomatoes onto Doc-Cam so that class can see it.http://edsitement.neh.gov/sites/edsitement.neh.gov/files/images/content/PickingTomatoes_Sml.jpg

Students will write a one page narrative from the point of view of the farm picker. Who is she? Why is she there? They must take into account the following:

Why did she immigrate to America?

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- What was life like for these people living in America?- What were their living and working conditions?- How were they coping with discrimination from American Society?- Was life actually better in America compared to Mexico?- Were they being threatened with repatriation?

Students must use prior knowledge from lessons 1 & 2. Students are encouraged to use their imagination. Students CAN use the K-W-L established on the whiteboard as a tool/reminder.

Students can also use the worksheet “Mexican Americans during the Great Depression” created from Lesson 2 for additional review.

New Content

Teacher will hand-out “Mexican Currency” which is informative text and pictures of the Mexican currency/coin.

Students will be told to cut out the coins and paste them into their composition journals. Students will be given worksheet that students can complete based on the currency. Teacher will instruct the students to take their pens and listen to the following dictation:

The First Peso

After Mexico gained its independence in 1821, the new government continued the Spanish monetary system of 16 silver reales = 1 gold escudo, with the peso of 8 reales the largest silver coin. Paper money was also issued, denominated in pes.

In 1863, the first issue was made of coins denominated in centavos, worth one hundredth of the peso. This was followed in 1866 by coins denominated "one peso". Coins denominated in reales continued to be issued until 1897. In 1905, the gold content of the peso was reduced by 49.3% but the silver content of the peso remained initially unchanged (subsidiary coins were debased). However, from 1918 onward, the weight and fineness of all the silver coins declined, until 1977, when the last silver 100-peso coins were minted.

Teacher will have spare copies of the dictation for those students who struggled to keep up with the dictation.

Students will be asked to look at their dictation and to remember as much of it as possible. Teacher will split students into groups. The groups will be instructed to try and remember as many facts as possible from the dictation. Students from each group will be asked to read aloud the facts to the other students, if the

other students have all the facts then they sit down. The group with the most facts gets a reward.

Reinforcement Activity

Students remain in the same teams as the teacher presents a quick PowerPoint Quiz about the Mexican Peso.

Extended Exercise: Students will write a letter as Esperanza (in California) to her Grandmother Abulita (in Mexico). What is it like at the labor camps? Do people like her? Is she popular? Why or

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why not? Are they poor or rich? What is happening with Esperanza’s mother? Is she ill? Does Esperanza still celebrate her Mexican heritage? Does she celebrate the Mexican holidays?

Closure

Teacher will hand out the directions for making a yarn doll.(See attached) The teacher will begin step by step directions of creating a yarn doll. Completed yarn doll is the exit ticket

Evaluation/Assessment

FCA #1: One page written work based on Mexican Laborer (60 pts)

FCA #2: Dictation on “The First Peso” (20 pts)

FCA #3: Letter written in the first person as Esperanza to her grandmother, Abulita. (20 pts)

New York State Standards

Intermediate Social Studies

STANDARD 2: World History

Key Idea 1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives. • know some important history.

ELA State Standards

Reading Standards for Informational Text K-5Key Idea and Details. Grade 5. Key Idea 3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Writing Standards K-5Production and Distrubution of Writing. Key idea 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Speaking and Listening Standards K-5. Comprehension and Collaboration. Key idea 1 . Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly..a.Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion..b.Follow agreed-upon rules for discussions and carry out assigned roles.c.Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d.Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

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Mathematics K-5

Measurement & Data. 5.MD.Convert like measurement units within a given measurement system.1. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

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Esperanza Rising: Yarn Doll Activity. Mama made a yarn doll for the child on the train (much to Esperanza’s chagrin at the time). You can create one, too!

You’ll need:

A ball of yarn Scissors A ruler A book to wrap the yarn around.

1. Cut seven 12” long pieces of yarn and set them aside. You’ll use these later. 2. Holding the ball of yarn in one hand and the book n the other, wrap the yarn

around the book from top to bottom 50 times. Then cut the yarn to separate it

from the ball.

3. Use one of the 12” pieces of yarn and place it between the book and the yarn.

(Imagine you are putting the yarn through the center of a doughnut.) Tightly tie

together the 50 strands of yarn wrapped around the book.

4. Pull the yarn off the book. Hold the yarn loop so the tie is at the top. This will be

the top of your doll’s head. Tie another 12” piece of yarn an inch or two below the

first one, gathering all 100 strands of yarn to create a round head. Tie it tightly

with a double knot.

5. Cut the yarn loops apart at the end opposite the head. These strands of yarn

will be used to make the doll’s body and limbs.

6. Separate the yarn below the head into three sections—two arms (12 strands

each) and the torso (26 strands). Tie a 12” piece of yarn around the middle

section, 2 inches below the head, to form the doll’s torso. Remember to leave the

arms free.

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7. Separate the bottom yarn below the torso into two legs. Braid each arm and leg

and use the 4 remaining 12” pieces of yarn to tie at each end. Leave at least an

inch of loose yarn at the ends as hands and feet. Trim any stray yarn.

Now your yarn doll is complete!

Mexican Currency

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Standard designs for Mexican coins:

5 centavos five centavos

10 centavos ten centavos

20 centavos twenty centavos

50 centavos fifty centavos

1 peso one peso

2 pesos two pesos

5 pesos five pesos

10 pesos ten pesos

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DAY 4: Lets be Esperanza! Esperanza Rising Readers Theatre.Educator: Rachel Bender Length of Lesson: 1 dayDuration: 2 hours

Objectives:

Students Will…

Discover basic acting techniques Collaborate in groups and assign characters. Create and rehearse scenes from “Esperanza Rising” Perform scenes to classroom peers.

Materials:

Script of “Esperanza Rising” Readers Theatre (1 per student, 1 per instructor)http://www.pammunozryan.com/pages/scriptEsperanza.pdf

Students will need an open space to rehearse. Poster paper Markers

Procedures

Bell Ringer/Motivating Activity

Students will each be given a “Esperanza Rising” Script and told to move the tables and chairs to the side of the classroom to create an open space OR Students can go to an open space such as the school cafeteria.

Students are told to put their names on their scripts and put them to one side and join the instructor in a circle.

Instructor will begin the drama game “Whizz” where students pretend to throw an invisible and very hot ball to each other in a complete circle, while saying “Whizz!” at the same time.

After a few tries, the warm up increases in difficulty. Another invisible ball can be added. Or different actions such as “Hey!” (Stops the ball) or “Ping!” (Allows the invisible ball to travel across the circle to another player).

For another warm-up, students shall be placed into groups. They will be given a scene such as “The beach” and the students have to jump into the scene and freeze in the moment before the 10 seconds are up. The instructor will give other scenes such as: “The Dentist Office” or “A Birthday Party” e.t.c.

To increase the difficulty, lower the amount of seconds the students have to get into their positions, so 5 seconds (count down loudly) instead of 10.

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Main Lesson

Review

The teacher will ask students to call out some of the characters they can remember. Teacher will write those names down on the poster paper. Teacher will put students into groups and then assign them an individual character. One group

will get “Esperanza” another will have “Abulita” and so on. Students will make a list of characteristics that they believe as a group the character in question

has. Each group will need to stand up show their character, explaining why they felt the character

deserved those chosen characteristics. The instructor will in turn ask the rest of the class “How accurate do you think this is? Why do

you think the character was happy/unhappy e.t.c” and invoke classroom discussion.

New Content

The groups will remain in the same groups as they were in for the character discussion. The teacher can cast the roles OR if the students are mature enough, the instructor can allow

them to put themselves into a character role that they are comfortable with. Each group will be instructed to sit in their own circles and do what is called a “read through” of

the script as their characters. Instructor will ask students to Pause and wait after their first read through. When the whole

class is ready, the instructor will ask the whole group how the individually felt about the play and reading aloud in front of others.

Instructor will use this opportunity to inform the students about some good vocal techniques and projection. Teacher will also mention how important it is that the students place themselves in the very role of the person they have been given, their character. The audience will want to see some emotion.

Instructor will allow the students to begin a second read through, this time taking into account and putting into practice what the instructor has advised.

The teacher will ask students to raise their hands when they have completed their second read through of the play.

When all students are ready the instructor will inform them that now is the time they will have to stand up and begin to act out the play. They will need to rehearse and think about how they will present the material to an audience. Special advice will be given to the students about audience awareness and how you should never turn your back to the audience.

Students will also be made aware and reminded that they must pay attention to their “blocking” which is a term used by performance artists that refers to where an actor moves on stage.

Students will be given sufficient time to rehearse their own groups. When all students feel confident in their roles, with their lines, all students shall sit down and

form an “audience” that is in the style of an auditorium.

Reinforcement Activity

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The instructor reminds the students who are sat as part of the audience that they need to be good audience members. The rules of being a good audience member will be explained such as:

o Respect the people on stageo Do not talk while the actors are talkingo Turn all cell phones off!o Clap at the end of scenes

Each group will in turn stand up and present their “Esperanza Rising” Piece to the rest of the class.

Teacher will hand out a piece of paper and students shall individually write a “performance review” from one of the performances they liked. What was effective in the performance? What wasn’t?

Closure

When every student has completed their individual review the teacher will instruct the students to turn over the next page shall begin a written personal reflection. How did it feel to act in front of peers? Did acting out the script give you a deeper understanding of “Esperanza Rising” and the story? Perhaps you felt more of a connection to the character you played. Write down your thoughts.

Students who are willing to share aspects of their personal reflection are invited to do so. Classroom discussion will ensue. Students are invited to add their comments about what they

have learnt from the experience. The Personal Written Reflection will be the exit ticket.

Evaluation/Assessment

FCA #1: Poster of character characteristics (20 pts)

FCA #2: Performance review (60 pts)

FCA #3: Written personal reflection of own performance (20 pts)

New York State Standards

Intermediate Social Studies

STANDARD 2: World History

Key Idea 1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.

Performing Arts.

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STANDARD 1: 1. Students will create and perform theatre pieces as well as improvisational drama. They will understand and use the basic elements of theatre in their characterizations, improvisations, and play writing. Students will engage in individual and group theatrical and theatre-related tasks, and will describe the various roles and means of creating, performing, and producing theatre. Students: • use creative drama to communicate ideas and feelings (a) • imitate experiences through pantomime, play making, dramatic play, story dramatization, storytelling, and role-playing (b) • use language, voice, gesture, movement, and observation to express their experiences and communicate ideas and feelings (c)• use basic props, simple set pieces, and costume pieces to establish place, time, and character for the participants (d)• identify and use in individual and group experiences some of the roles, processes, and actions for performing and creating theatre pieces and improvisational drama (e).

ELA State Standards

Reading Standards for Informational Text K-5

Key Idea and Details. Grade 5. Key Idea 2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Key Idea and Details. Grade 5. Key Idea 3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Writing Standards K-5

Speaking and Listening Standards K-5. Comprehension and Collaboration. Key idea 1 . Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles.

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