unit plan: the motorcycle diaries by ernesto “che...

Unit Plan: The Motorcycle Diaries by Ernesto “Che” Guevara

Twelfth Grade English

I. Materials:

South America KWL Chart Handout

Blog Score Sheet Handout

The Motorcycle Diaries Vocabulary Handout

One Copy of The Motorcycle Diaries per Student

One Laptop with Internet Access

Projector

Projector Video Cable

Google Earth Software

The Motorcycle Diaries Lit Trip

One Computer with Internet Access per Student

The Motorcycle Diaries WebQuest: http://www.anythingbutsquaredesign.com/webquest/

Group Broadcast Project Rubric

Reading Check #1-4 Quizzes

“The Heights of Machu Picchu” Cantos XII by Pablo Neruda

Excerpt from Ines of My Soul by Isabel Allende

Excerpt from “Martin Fierro” Argentinian Epic Poem by Jose Hernandez

The Motorcycle Diaries DVD

A Thousand and One Nights DVD

The Motorcycle Diaries Final Project Handout

Writing Rubric

Board Game Rubric

II. Time Needed: Twelve Forty-Minute Class Periods

III. Learning Goals:

Students will be able to:

1. Explore, identify, and determine social issues as they relate to the history and cultural

conditions of South America. NJCCCS: 3.1.D.3, 3.1.G.1, 3.1.G.3, 3.1.G.5, 3.1.G.9, 3.2, 3.3,

3.4, 3.5.A.2, 3.5.C

2. Recognize, define, and properly use pertinent vocabulary as it relates to the text.

NJCCCS: 3.1.F.3

3. Identify the relationship between selected coordinated texts and assigned documentary film

material. NJCCCS: 3.1.G.3, 3.1.G.10, 3.1.G.11, 3.3, 3.4, 3.5.A.2, 3.5.B.1, 3.5.B.2

4. Critically interpret assigned reading material for both comprehension and analysis.

NJCCCS: 3.1.H.4, 3.1.H.5, 3.2, 3.3, 3.4, 3.5.A.2

5. Critically analyze the film interpretation of the assigned text for continuity, visual imagery,

and accuracy. Use the film as an aid for enhanced comprehension of the text.

NJCCCS: 3.1.E.2, 3.2, 3.3, 3.4

IV. Assessment Plan:

Learning Goal 1: Students will be able to explore, identify, and determine social issues as they

relate to the history and cultural conditions of South America.

Assessment:

South America KWL Chart

Blog Score Sheet


Writing Rubric

Board Game Rubric

Learning Goal 2: Students will be able to recognize, define, and properly use pertinent vocabulary

as it relates to the text.

Assessment:

Unit Vocabulary Test (Orally presented to students who will record answers on a blank sheet

of paper.)

Learning Goal 3: Students will be able to identify the relationship between selected coordinated

texts and assigned documentary film material.

Assessment:

Blog Score Sheet


Learning Goal 4: Students will be able to critically interpret assigned reading material for both

comprehension and analysis.

Assessment:

Reading Check Quizzes 1-4

Blog Score Sheet


Writing Rubric

Board Game Rubric

Learning Goal 5: Students will be able to critically analyze the film interpretation of the assigned

text for continuity, visual imagery, and accuracy. Use the film as an aid for enhanced comprehension

of the text.

Assessment:

Blog Score Sheet


Writing Rubric

Learning Goals Assessments Format of Assessment Adaptations

Learning Goal 1 Learning Goal 2

Pre-Assessment Pre-Assessment Formative Post Assessment Post-Assessment

South American Themed KWL Chart Blog Score Sheet: Students will be assigned ten blog entries throughout the unit which they must complete in order to earn points towards their final grade Group Broadcast Project Rubric: Webquest Writing Rubric or Board Game Rubric Unit Vocabulary Test

Provide students with verbal and visual clues. Provide students with multiple explanations of assignments as needed. Group students with peers who can aid them with the assigned project as needed. Provide students with multiple explanations and guidance as needed. Provide students with extra time to complete test and repeat words as necessary.

Learning Goal 3 Learning Goal 4 Learning Goal 5

Pre-Assessment Formative Pre-Assessment Formative Formative Post-Assessment Pre-Assessment Formative Post-Assessment

Blog Score Sheet Group Broadcast Project Rubric Blog Score Sheet Reading Check Quizzes 1-4 Group Broadcast Project Rubric Writing Rubric or Board Game Rubric Blog Score Sheet Group Broadcast Project Rubric Writing Rubric

Assessment Grade Composition:

Reading Check Quizzes 1-4: 25 points each for a total test grade of 100 points

South America KWL Chart: 5%

Blog Score Sheet: 15%

Group Broadcast Project Rubric: 30%

Unit Vocabulary Test: 20%

Writing Rubric or Board Game Rubric: 30%

The Motorcycle Diaries: South America KWLUse this chart to gather your background information about South America. In the “K” column, list everything you know (or might know) about the topic. In the “W” column, list everything you want to know about the topic. We will fill in the “L” column later.

KWhat I Know

WWhat I’d Like to Know

LWhat I Learned

Name: ___________________________________________ Date: _________________

Blog Score Sheet

Assignments 1-5 Possible Pts Points Earned Points Earned

South America 10

Trip Itinerary 10

Letters Home 10

From One Country 10

In Class Assignment 10

Assignments 6-10

Supplemental Reading 10



The Photographer 10

The Revolutionary 10

Total: _________ out of possible 100

The Motorcycle Diaries Reading Check Number One

ACROSS 4 Che and Alberto use this to repair the bike 5 The Subject Che and Alberto are studying in school

DOWN 1 The keepsake Che takes from Chichina 2 Che’s travel companion 3 The gift Che brings Chichina

NAME ____________________________________

The Motorcycle Diaries Reading Check Number Two

ACROSS 2 Che and Alberto are called, “Two Argentine Leprosy...” 5 How La Poderosa II met its end

DOWN 1 “Chile-España” 3 The transportation used by Che and Alberto to travel from Valparaiso to Valparaiso 4 The primary occupation of the residents of Chuquicamata

NAME ____________________________________

The Motorcycle Diaries Reading Check Number Three

ACROSS 1 The transportation used by Che and Alberto to travel from Chile to Peru 3 Valdivia 4 Elected as Chilean President in 1970

DOWN 1 The style of Peruvian dress 2 Peruvian currency

NAME ____________________________________

The Motorcycle Diaries Reading Check Number Four

ACROSS 1 Che’s age on his birthday 3 Dr. Pesce is a specialist in this medical condition 4 Che’s medical ailment 5 Alberto makes 90 soles this way

DOWN 2 The sport Che and Alberto coach on their way to Lima

NAME ____________________________________


Criteria 90-100 80-89 70-79 0-69 Content related to strong, student-gathered topic that extends the assignment

Content related to a strong student-generated topic

Content related to single readily apparent topic

Content unrelated to topic or assignment

Topic supported by abundant main ideas and details

Topic supported with three or four main ideas

Topic supported with one or two main ideas

Topic stated but not explored or treated with depth or meaning

Content and Treatment

of Topic

Topic and main ideas show evidence of novel, creative, and higher- order thinking

Topic and main ideas show evidence of higher-order thinking

May include some digressions

Point of view or opinion stated without evidence

Arguments, evidence, and ideas support and elaborate on topic

Arguments, evidence, and ideas strongly support topic

Arguments, evidence, and ideas related to topic

Ideas, arguments, or evidence not related to topic

Evidence logical, factual, research-supported and compellingly cited

Arguments, ideas, and evidence directly logical and supported with cited research

Arguments, ideas, and evidence logical or research supported

Thoughts consider only the readily apparent

Point of view implicit in facts and details

Point of view supported with details and facts

May include some opinions

Arguments and evidence not present

Ideas, Thoughts,

Arguments, and Evidence

Counter arguments considered and refuted

Readily apparent counter arguments considered

Counter arguments or alternative interpretations not considered

Ideas, arguments, and evidence based on opinions or flawed logic

Organization moves smoothly from topic to main ideas and detail

Organization moves from topic to main ideas and details

Organization focused on topic

Organization scattered, disjointed

Elements and ideas related to topic, to each other, and to audience

Elements and ideas related to each other

Organization moves from topic to main ideas, arguments, and evidence

Major elements isolated or not related to topic

Topic or point of view stated in well-incorporated opening and closing

Topic or point of view stated in opening and closing

Content of speech in conventional English

Content of speech sloppy and informal

Organization and Clarity

Content and speech clear and eloquent

Content of speech clear and easy to follow

Presentation clear, natural, engaging and informative

Presentation audible, natural, and engaging

Presentation audible Presentation inaudible, unintelligible

Awareness of audience through interaction and flexibility of presentation

Awareness of audience through eye contact, movement, and responses

Some awareness of audience through eye contact and movement

Awareness of audience minimal

Conduct respectful, tailored to audience, and uses format to enhance topic

Conduct respectful, appropriate to audience, and conforms to agreed-upon format to support topic

Conduct respectful and conforming to agreed-upon format

Conduct impolite

Presentation

Full participation Full participation May participate minimally when not required

Presentation deviates from agreed-upon format

Writing Rubric

Grade Ideas and Content Organization Word Choice Sentence Fluency 90-100 Ideas are fresh and original.

The writer seems to be writing from knowledge or experience and shows insight.

Gives the reader important information that goes beyond the obvious or predictable.

The writer develops the topic in an enlightening, purposeful way that makes a point or tells a story.

Every piece adds something to the whole.

Details seem to fit where they are placed; sequencing is logical and effective.

An inviting introduction draws the reader in; a satisfying conclusion leaves the reader with a sense of resolution.

Pacing is well controlled; the writer knows when to slow down and elaborate, and when to pick up the pace and move on.

Thoughtful transitions clearly show how ideas connect.

Organization flows smoothly.

Words are specific and accurate; it is easy to understand just what the writer means.

The language is natural and never overdone; phrasing is highly individual.

Lively verbs energize the writing. Precise nouns and modifiers create pictures in the reader's mind.

Striking words and phrases often catch the reader's eye and linger in the reader's mind.

Clichés and jargon are used sparingly, only for effect.

Sentences are constructed in a way that helps make meaning clear.

Purposeful sentence beginnings show how each sentence relates to and builds upon the one before it.

Sentences vary in length as well as structure.

Fragments, if used, add style.

Dialogue, if used, sounds natural.

80-89 It is pretty easy to see where the writer is headed, though more information is needed to support ideas.

The writer seems to be drawing on knowledge or experience, but has difficulty going from general observations to specifics.

Ideas are reasonably clear, though they may not be detailed, personalized, or expanded enough to show in-depth understanding or a strong sense of purpose.

Support is attempted, but does not go far enough in reinforcing the main idea.

Details often blend the original with the predictable.

The paper has a recognizable introduction and conclusion. The introduction may not create a strong sense of anticipation; the conclusion may not tie up all loose ends.

Sequencing is usually logical, but may sometimes be so predictable that the structure takes attention away from the content.

Pacing is fairly well controlled, though the writer sometimes spurts ahead too quickly or spends too much time on details that do not matter.

Transitions often work well; at other times, connections between ideas are fuzzy.

The organization sometimes supports the main point or storyline; at other times, the reader feels an urge to slip in a transition or move things around.

Words are almost always correct and adequate.

Familiar words and phrases communicate, but may not capture the reader's imagination.

Attempts at colorful language come close to communicating the idea, but sometimes seem overdone.

Energetic verbs or picturesque phrases leave the reader longing for more.

Sentences are grammatically correct, but do not always aid in building from the one before it.

There is at least some variation in sentence length and structure. Sentence beginnings are not all alike.

The reader sometimes has to hunt for clues (e.g., connecting words and phrases like however, therefore, naturally, after a while, on the other hand, to be specific, for example, next, first of all, later, but as it turned out, although, etc.) that show how sentences interrelate.

Parts of the text invite expressive oral reading; others may be stiff, awkward, or choppy.

Writing Rubric

70-79 The writer is still in search of a topic, or has not begun to define the topic in a meaningful, personal way.

Information is very limited or unclear.

The text may be repetitious, or may read like a collection of disconnected, random thoughts.

Everything seems as important as everything else; the reader has a hard time sifting out what's critical.

Sequencing needs work.

There is no real lead to set up what follows, no real conclusion to wrap things up.

Pacing feels awkward; the writer slows to a crawl when the reader wants to get on with it, and vice versa.

Connections between ideas are confusing or missing.

Problems with organization make it hard for the reader to grasp the main point or storyline.

Language is vague to the point that only the most general message comes through.

Persistent redundancy distracts the reader.

Jargon or clichés serve as a crutch.

Words are used incorrectly, sometimes making the message hard to decipher.

Problems with language leave the reader wondering what the writer is trying to say.

Sentences are choppy, incomplete, rambling or awkward; they need work.

Phrasing does not sound natural, the way someone might speak. The reader must sometimes pause or read over to get the meaning.

Many sentences begin the same way--and may follow the same patterns (e.g., subject-verb-object) in a monotonous pattern.

Endless connectives (and, and so, but then, because, and then, etc.) create a massive jumble of language in which clear sentence beginnings and endings get swallowed up.

The text does not invite expressive oral reading.

0-69 The writer did not clearly define a topic, no information was provided to aid in developing a topic.

The text is unclear and disconnected.

No main idea or focus is given to the reader.

There is no recognizable organization within the paper.

There is no connection between ideas.

The reader is unable to grasp the main point.

Incorrect language is used throughout the paper.

The reader is left unclear with what the writer is attempting to communicate.

Sentences are not connected.

Many or all sentences begin the same.

Many or all sentences are unclear in what they are attempting to say to the reader.

Comments: Final Grade: ______________

Board Game Rubric

Grade Ideas and Content Organization Word Choice Game Steps 90-100 Ideas are fresh and original.

The game seems to be created from knowledge or experience and shows insight.

Gives the players important information that goes beyond the obvious or predictable.

The game develops the topic in an enlightening, purposeful way that makes a point or tells a story.

Every piece adds something to the whole.

Organization flows smoothly.

Details seem to fit where they are placed; sequencing is logical and effective.

An inviting introduction draws the players in; a satisfying conclusion leaves the players with a sense of resolution.

Pacing is well controlled; the players know when to slow down and elaborate, and when to pick up the pace and move on.

Thoughtful transitions clearly show how ideas connect.

Game play is specific and accurate; it is easy to understand just what comes next.

The language is natural and never overdone; phrasing is highly individual.

Lively verbs energize the game. Precise nouns and modifiers create pictures in the reader's mind.

Clichés and jargon are used sparingly, only for effect.

Transitions are constructed in a way that helps make meaning clear.

Purposeful beginnings show how each step relates to and builds upon the one before it.

The steps vary in length as well as structure.

Cliffhangers, if used, add style.

80-89 It is pretty easy to see where the game is headed, though more information is needed to support ideas.

The game seems to be drawing on knowledge or experience, but has difficulty going from general observations to specifics.

Ideas are reasonably clear, though they may not be detailed, personalized, or expanded enough to show in-depth understanding or a strong sense of purpose.

Support is attempted, but does not go far enough in reinforcing the main idea.

Details often blend the original with the predictable.

The game has a recognizable start and finish. The start may not create a strong sense of anticipation; the finish may not tie up all loose ends.

Sequencing is usually logical, but may sometimes be so predictable that the structure takes attention away from the content.

Pacing is fairly well controlled, though the players sometimes spurt ahead too quickly or spends too much time on details that do not matter.

Transitions often work well; at other times, connections between ideas are fuzzy.

The organization sometimes supports the main point or storyline; at other times, the player feels an urge to slip in a transition or move things around.

Words are almost always correct and adequate.

Familiar words and phrases communicate, but may not capture the reader's imagination.

Attempts at colorful language come close to communicating the idea, but sometimes seem overdone.

Energetic verbs or picturesque phrases leave the reader longing for more.

Steps are logically correct, but do not always aid in building from the one before it.

There is at least some variation in step length and structure.

The player sometimes has difficulty understanding how steps relate.

Parts of the game invite expressive game play; others may be stiff, awkward, or choppy.

Board Game Rubric

70-79 The game is still in search of a topic, or has not begun to define the topic in a meaningful, personal way.

Information is very limited or unclear.

The game may be repetitious, or may play like a collection of disconnected, random thoughts.

Everything seems as important as everything else; the player has a hard time sifting out what's critical.

Sequencing needs work.

There is no real lead to set up what follows, no real conclusion to wrap things up.

Pacing feels awkward; the game slows to a crawl when the player wants to get on with it, and vice versa.

Connections between ideas are confusing or missing.

Problems with organization make it hard for the player to grasp the main point or storyline.

Language is vague to the point that only the most general message comes through.

Persistent redundancy distracts the player.

Words are used incorrectly, sometimes making the message hard to decipher.

Problems with language leave the player wondering what the game is trying to say.

Steps are choppy, incomplete, rambling or awkward; they need work.

The player must sometimes pause or read over the rules to get the meaning.

Many steps begin the same way--and may follow the same patterns.

The game does not invite expressive participation from the players.

0-69 The game did not clearly define a topic, no information was provided to aid in developing a topic.

The game is unclear and disconnected.

No main idea or focus is given to the players.

There is no recognizable organization within the game.

There is no connection between ideas.

The players are unable to grasp the main point.

Incorrect language is used throughout the game.

The player is left unclear with what the writer is attempting to communicate.

Steps are not connected.

Many or all steps begin the same.

Many or all of the steps are unclear in what they are attempting to say to the players.

Comments: Final Grade: ______________

V. Anticipatory Set

Day 1: South America KWL Chart

Day 2: Student Trip Itinerary Blog Entry

Day 3, 4, and 5: Google Earth Lit Trip

VI. Design for Instruction

Day 1

Topic: The Motorcycle Diaries Pre-Reading Activities

Activities:

Students will complete the South America KWL Chart

Teacher will distribute one copy of the text to each student.

Teacher will review South America KWL Chart with students while providing additional

information on South America’s history and politics.

Students will read the Preface of The Motorcycle Diaries by Aleida Guevara.

Teacher will distribute The Motorcyle Diaries Vocabulary worksheet.

Students will begin working on their personal travel itinerary for the first blog entry.

Learning Goals: 1, 2, 3

Day 2

Topic: The Motorcycle Diaries Pages 31-57

Activities:

Students will complete Reading Check Number 1.

Students will volunteer to share their travel itinerary with the class.

Class will watch Chapter One on the DVD for The Motorcycle Diaries film.

Class will discuss pages 31-57 with a close reading of pages 41, 44, 47, and 54.


Day 3


Activities:


Teacher will begin class with Google Earth Lit Trip on The Motorcycle Diaries.

Teacher will distribute Cantos XII of Pablo Neruda’s “The Heights of Machu Picchu”.

Students will read Neruda’s poem and look for phrases which relate to the history and cultural

state of South America.

Class will discuss poem in relation to the assigned text paying special attention to page 70, 75,

and 77-81.


Day 4 and 5


Activities:


Teacher will begin class with Google Earth Lit Trip on The Motorcycle Diaries.

Teacher will distribute excerpt from Isabel Allende’s book Ines of My Soul.

Students will read Allende’s excerpt while paying close attention to historical and social

references to South America.

Class will discuss excerpt in relation to the assigned text paying special attention to page 85 and

88.

Class will watch five minutes of the film A Thousand and One Nights.

Teacher will distribute excerpt from Hernandez’s poem “Martin Fierro”.

Students will read poem out loud while paying close attention to historical and social references

about the Gauchos of South America.

Class will discuss excerpt in relation to the assigned text.


Day 6 and 7

Topic: The Motorcycle Diaries WebQuest

Activities:

Students will meet in computer lab.

Teacher will place students in groups of three and distribute copies of Group Broadcast Project

Rubric.

Students will follow WebQuest Tasks individually and quietly organize their thoughts in assigned

groups.

Learning Goals: 1, 3, 4, 5

Day 8


Activities:

Students will turn in their response to the written portion of the WebQuest.

Class will divide into groups to complete questions displayed within the Google Earth Lit Trip.

Class will discuss responses to questions.

Learning Goals: 1, 4

Day 9

Topic: Final Broadcast Preparation

Activities:

Students will quietly work in their assigned groups to complete work on their Group Broadcast

Project.

Groups who complete their assignment early may silently read in class.

Learning Goals: 1, 2, 3, 4, 5

Day 10

Topic: Group Broadcast Project Presentations

Activities:

Groups will come up one at a time to present their broadcast.

Teacher will record the broadcast to post on the class Wikispace.


Day 11


Activities:


Teacher will present final portion of trip on Google Earth Lit Trip.

Class will watch the final chapter of the DVD The Motorcycle Diaries.

Class will discuss the film adaptation of the final pages of the text as it relates to Ernesto’s final

comments on pages 164 and 165.


Day 12

Topic: The Motorcycle Diaries Unit Vocabulary Test and Final Project Assignment

Activities:

Students will complete Unit Vocabulary Test.

Teacher will distribute the Final Project assignment sheet, the Writing Rubric, and the Board

Game Rubric.

Teacher will explain each assignment and allow students the opportunity to clarify the

assignment.

Students will have the end of the class period to begin working on their assignment of choice.


Activity Explanation:

1. Google Earth Lit Trip

The Google Earth Lit Trip provides students with an interactive visual representation of the

journey Ernesto “Che” Guevara and Alberto Granado embark upon through South America. Students will

be able to associate the locations of the places visited and discussed with the map in order to understand

the historical and cultural effects the geographical locations played in Ernesto’s understanding of the

social turmoil of South America’s inhabitants. The teacher will have already prepared and downloaded

the Google Lit Trip to a laptop computer which will need to be attached to a projector within the

classroom. The Google Lit Trip provides the teacher with the ability to use pre-existing stop points along

the map which can be manipulated to contain discussion questions for the class. The questions can be

discussed as a group or students can work silently to answer them and discuss them as a class later in the

period. The blog assignments will also relate back to the Google Lit Trip and discussions in class. The

teacher can assess a student’s comprehension of the material through their blog responses which are

graded on a ten point scale per entry.

2. The Motorcycle Diaries WebQuest

The WebQuest provides the students with several types of Web 2.0 tools in which to evaluate and

determine their view of the historical and cultural background of Peru. The WebQuest is unique in that it

provides information gathered by University students who visited the same areas of Peru as Ernesto

“Che” Guevara and Alberto Granado. Ernesto often discusses the conquest of South America by the

Spanish and the effect it has had on the culture which remains in the area 400 years later. Students can

interact with websites, blogs, slideshows, documentaries, videos, news reports, and podcasts in order to

evaluate their own opinion on conquest. They then gather their research and relate it back to the text by

stepping into assigned character roles. Students can choose a character that they relate to or can choose a

character with an opposite opinion of their own. In doing this, the student needs to alter their view of

conquest and begin to look at it from a new view. Students will need access to a computer and the internet

in order to complete the assignment. The WebQuest can be accessed through the teacher’s website.

3. Reading an Excerpt of Ines of My Soul by Isabel Allende

Students will read an excerpt of the novel, Ines of My Soul by Isabel Allende in order to

understand the effect South America has on its people, particularly its authors. Isabel Allende is the niece

of the assassinated Chilean president Salvador Allende. She has spent much of her life as a political exile,

but her soul is still very strongly tied to Chile. Ines of My Soul chronicles Valdivia’s efforts in founding

the country of Chile during the conquests. The excerpt chosen comes from the view of a female

conquistador who admires the South American people and criticizes the Spanish poet Alonso who spent

little time with the conquistadors and altered the native South American language in order to rhyme with

the Spanish language. Allende, as Ines, speaks to herself reminding her that at heart she is a child of

Chile. The excerpt provides a feminine view of conquest and the roots of South America during the

conquests. It relates to the historical and cultural beginnings of South America which has led to the

condition of the land during Ernesto’s trip. Students can relate the two texts while also relating to a

feminine take on conquest.

VII. Attachments

The Motorcycle Diaries Vocabulary Handout

The Motorcycle Diaries Journal Entries Handout

“The Heights of Machu Picchu” Cantos XII by Pablo Neruda

Excerpt from Ines of My Soul by Isabel Allende

Excerpt from “Martin Fierro” Argentinian Epic Poem by Jose Hernandez

The Motorcycle Diaries Final Project Handout

The Motorcycle Diaries Vocabulary

The following vocabulary words are from the assigned novel, The Motorcycle Diaries. As you read, look for the words and find the appropriate definition in your dictionary. We will go over the definitions in class. At the end of the novel, your test will consist of all 35 words. You must be able to spell and define each word.

Reading Assignment: Pages 31-57 1. Aspersions

2. Avidly

3. Carte Blanche

4. Compañero

5. Emulating

6. Fatalistic

7. Inveterate

8. Iridescent

9. Mate

10. Provisionally

11. Voraciously

Reading Assignment: Pages 57-81 12. Aspiration

13. Communist

14. Diatribe

15. Florid

16. Ignominious

17. Imbued

18. Lured

19. Miasmas

20. Nationalist

21. Proletariat

22. Spontaneity

23. Stoical

24. Stratospheric

Reading Assignment: Pages 82-103 25. Cuecas

26. Euphoric

27. Idyllic

28. Physiognomy

Reading Assignment: Pages 103-129 29. Calvary

30. Hiatus

31. Quechua

Reading Assignment: Pages 129-165 32. Emancipating

33. Revelation

34. Transcendent

35. Tributaries

WORD BANK

ASPERSIONSASPIRATIONAVIDLYCALVARYCARTE BLANCHECOMMUNISTCOMPANEROCUECASDIATRIBEEMANCIPATINGEMULATINGEUPHORICFATALISTICFLORIDHIATUSIDYLLICIGNOMINIOUSIMBUEDINVETERATEIRIDESCENTLUREDMATEMIASMASNATIONALISTPHYSIOGNOMYPROLETARIATPROVISIONALLYQUECHUAREVELATIONSPONTANEITYSTOICALSTRATOSPHERICTRANSCENDENTVORACIOUSLY

The Motorcycle Diaries Word FindUse this Word Find as a study sheet. Find all of the words in the Word Bank at the right.

The Motorcycle Diaries: Journal Entries As you read the assigned stories in the novel The Motorcycle Diaries, you will be required to keep journal entries on the following questions on your class blog. Remember, you can use images, audio, and video that is not copyrighted in order to emphasize your blog entries. Do not lose this sheet, you will not be provided with another one. You are responsible for checking off each assignment as you have completed it. I will collect this sheet while you work on the WebQuest for a mid-point check and after we discuss the last page of the book for a final grade. Your journal entries should be at least two typed paragraphs. Three additional topics will be assigned in class for credit.

Grade: ________ Out of 100

Entry Journal Assignment Complete

South America

Trip Itinerary

From One Country

Supplemental Reading

The Photographer

The Revolutionary

Reflect on what you learned about South America in class. Refer to your KWL Chart for help in writing your entry.

At the end of Senior year, if you had the opportunity to take the trip of a lifetime where would you go? What type of transportation would you use to travel to

your destination(s)? Who would you take with you as your travel companion(s)? Post your travel itinerary. You can use Google Earth or Google

Maps to chart your journey.

What does Ernesto mean when he writes, “...as friendly as people could be from worlds as different as ours at that particular moment in our lives.” Page 67

Write a letter home to your loved ones. Why did you choose to write to this person? Why have you chosen to share the information you have?

Have you hidden information from them? Why?Letters Home

Choose one supplemental text from our class discussions. Reflect on the connections we made in class. Discuss the social and cultural context of

the text in relation to Ernesto’s viewpoint.

What transforms Ernesto into the revolutionary “Che”? How is this depicted at the end of the film version? How does the visual representation influence

the viewers interpretation of the book?

Select one photograph from the center of the text. Based on the image, what is happening in the picture? Write a brief account from the photographer’s

standpoint as to what the picture is trying to say to the viewer.

“The Heights of Machu Picchu” Cantos XII by Pablo Neruda Sube a nacer conmigo, hermano. Dame la mano desde la profunda zona de tu dolor diseminado. No volverás, del fondo de las rocas. No volverás del tiempo subterráneo. No volverá tu voz endurecida. No volverás tus ojos taladrados. Mírame desde el fondo de la tierra, labrador, tejedor, pastor callado: domador de guanacos tutelares: albañil del andamio desafiado: aguador de las lágrimas andinas: joyero de los dedos machacados: agricultor temblando en la semilla: alfarero en tu greda derramado: traed la copa de esta nueva vida vuestros viejos dolores enterrados. Mostradme vuestra sangre y vuestro surco, decidme: aquí fui castigado, porque la joya no brilló o la tierra no entregó a tiempo la piedra o el grano: señaladme la piedra en que caístes y la madera en que os crucificaron, encendedme los viejos pedernales, las viejas lámparas, los látigos pegados a través de los siglos en las llagas y las hachas de brillo ensangretado. Yo vengo a hablar por vuestra boca muerta. A través de la tierra juntad todos los silenciosos labios derramados y desde el fondo habladme toda esta larga noche como si yo estuviera con vosotros anclado, contadme todo, cadena a cadena, eslabón a eslabón, y paso a paso, afilad los cuchillos que guardasteis, ponedlos en mi pecho y en mi mano, como un río de rayos amarillos, como un río de tigres enterrados, y dejadme llorar, horas, días, años, edades ciegas, siglos estelares. Dadme el silencia el aqua, la esperanza. Dadme la lucha, el hierro, los volcanes. Apegadme los cuerpos como imanes. Acudid a mis venas y a mi boca. Hablad por mis palabras y mi sangre.

Come up, brother, and be born with me.

Give me your hand from the deepest reaches of your disseminated pain. You won’t be returning from the depths of the rock. You won’t be returning from subterranean time. Your hardened voice will not be coming back. Your drilled-out eyes will not be coming back. Look up at me from the bottom of the earth, silenced weaver, laborer, shepherd: tender of the guardian guanacos: mason of the death-defying walkway: water-carrier of the Andes’ tears: jeweler of the crushed fingers: farmer trembling inside the seed: potter poured out into your clay: bring to the cup of this new life all your old buried sufferings. Show me your blood and your furrowed face, talk to me: here’s the place I was punished because the gem didn’t shine or the earth didn’t deliver the stone or the grain on time: point out to me the rocks where you fell and the timber where you were crucified, strike the fire of the ancient flint, light the old lamps in me, the lashing whips leaving their scars in your flesh across the centuries and the gleaming axes stained with blood. I come to speak through your dead mouth. Bring together from across the earth the lips spilled into silence and out of the depths speak to me all night long as if we were shackled together, tell me everything, chain by chain, link by link and step by step, sharpen the knives you kept, put them in my chest and in my hand, like a river of yellow lightning, like a river of buried tigers, and let my tears flow, hours, days, years, through sightless ages, starry centuries. Give me your silence, water, hope. Give me your struggle, iron, volcanoes. Fasten your bodies to min like magnets. Enter my veins and my mouth. Speak through my words and my blood.

Excerpt from Inés of My Soul by Isabel Allende Valdivia traveled to Panama by land, and from there in 1537, along with four hundred soldiers, sailed to Peru. The journey took a couple of months, and when he reached his destination the Indians’ uprising had already been subdued by the opportune arrival of Diego de Almagro, who had returned from Chile in time to join his forces with those of Francisco Pizarro. Almagro had crossed icy peaks in his advance towards the south; he had survived incredible hardships and had returned across the hottest desert on the planet, a ruined man. His expedition to Chile had reached the Bío-Bío, the same river along which the Incas, seventy years before, had retreated when they had unsuccessfully tried to take the land of the Indians of the south, the Mapuche. The Incas, like Almagro and his men, had been stopped by these warring people. Mapu-ché, “people of the earth”, they call themselves, although now they are called Araucanos, a more sonorous name given them by the poet Alonso de Ercilla y Zúñiga, who took it from who knows where – perhaps from Arauco, an area farther to the south. I intend to call them Mapuche – the word has no plural in my language – until I die, since that is how they call themselves. It does not seem just that their name was changed only to make it easier to rhyme: araucano, costellano, hermano, cristiano, and on and on for three hundred quartos. Alonso was a runny-nosed boy living in Madrid when we first Spaniards fought on this soil. He came to the conquest of Chile a little late, but his verses will tell the epic story through the centuries. When there is nothing left of the spirited founders of Chile, not even the dust of our bones, they will remember us through the work of that young man who, in his eagerness to make his lines rhyme, is not always faithful to the facts. Furthermore, he does not always present us in the best light. I fear that many of his admirers will have a slightly erroneous impression of what the war on Araucanía was. Ercilla accuses the Spaniards of cruelty and an excessive hunger for wealth, while he exalts the Mapuche, to whom he attributes qualities of bravery, nobility, chivalry, a spirit of justice, and even tenderness with their women. I believe I know them better than Alonso because I spent forty years defending what we founded in Chile, and he was here for only a few months. I admire the Mapuche for their courage and their deep love of their land… they do not know greed. Gold, land, titles, honors, none of those things interests them. They have no roof but the sky, no bed other than moss. They roam free through the forest, hair streaming in the wind, galloping the horses they have stolen from us. Another virtue I celebrate is that they keep their word. It is not they who break pacts, but we. In times of war they attack by surprise, but not in betrayal, and in times of peace they honor their accords. Before we came they knew nothing of torture, and they respected their prisoners of war. Their worst punishment is exile, banishment from the family and the tribe. That is more feared than death. Serious crimes are paid for with swift execution. The condemned man digs his own grave, into which he throws small sticks and stones as he names the beings he wants to accompany him to the next world. When he has finished, he is dealt a fatal blow to the skull. I am amazed by the power of Alonso’s verses, which invent history and defy and conquer oblivion. Words that do not rhyme, like mine, do not have the authority of poetry, but in any case I am obliged to relate my version of events in order to leave an account of the labors we women have contributed in Chile; they tend to be overlooked by the chroniclers, however informed they may be. At least you, Isabel, must know the truth, for though you are not the child of my blood, you are the child of my heart. I suppose that statues of me will be erected in the plazas, and there will be streets and cities that bear my name, as there will be of Pedro de Valdivia and other conquistadors, but the hundreds of women who founded the towns while their men fought the wars will be forgotten.

Excerpt from “Martín Fierro” Argentinian Epic Poem by José Hernández Singin’ I’m gonna die singin’ they’ll bury me and singin’ I’ll get to the feet of the Eternal Father. (Lines 31-34) I won’t step to the side even if they come slashin’ my throat; I’m soft with the soft and tough with the tough, and in a tight spot no one ever see me flinch [ … ] (Lines 67-70) I’m a gaucho, so you’ll know this is straight talk: [ … ] (Lines 79-80) My joy is to live as free as the bird in the sky; I make no nest in this earth where there is so much suffering (Lines 91-94) Ever since I was a kid I earned my own way with my work, and even though I’ve always been at the bottom and don’t know what is to be on top. (Lines 973-976)

Cantando me he de morir cantando me han de enterrar, y cantando he de llegar al pie del Eterno Padre: No me hago al lao de la güeya aunque vengan degollando; con los blandos yo soy blando y soy duro con los duros y ninguno en un apuro me ha visto andar tutubiando. Soy gaucho, y entiendanló como mi lengua lo explica, ande hay tanto que sufrir; Mi gloria es vivir tan libre como el pájaro del cielo; no hago nido en este suelo, Dende chiquito gané la vida con mi trabajo, y aunque siempre estuve abajo y no sé lo que es subir,

The Motorcycle Diaries Final Project

Option A In a well constructed, five paragraph, thesis driven essay explain three ways that Ernesto “Che” Guevara’s trip through Latin America in his early twenties shaped the Cuban Revolutionary he would become. Remember to include textual support in your response.

Option B Watch the film version of “The Motorcycle Diaries” in its entirety. Construct a five paragraph essay which considers the following: How does the film visually represent Ernesto “Che” Guevara’s written words? Were the actors appropriately cast in their roles? Why or why not? Comment on the soundtrack of the film. Did it aid or assist the emotional impact of the visual imagery? If you were the director, would you change anything about the film? Why or why not?

Option C Construct a board game that follows the travels of Ernesto “Che” Guevara and Alberto Granado. Consider classic successful games such as Monopoly and Life in your preliminary research. You may work with a partner on this assignment; however, you must present a sketch idea of your game to me in advance for pre-approval. Remember, your game should display a careful and critical comprehension of the text with a higher order of thinking. You must prove to me that you have read the text in its entirety and have a firm understanding of the major themes.

unit plan: the motorcycle diaries by ernesto “che...

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