This document contains guidance for students discussing chapters from the novel Esperanza Rising in small groups ("triads"). It includes:
- Learning targets focused on discussing answers to questions about the setting and main character Esperanza based on evidence from the text.
- Norms for discussion in triads, including contributing ideas and using specific details/evidence from the text to understand each other.
- A list of questions for students to discuss in their triads about the setting and Esperanza's relationship with her father based on details from Chapter 1.
- Instructions for students to read additional sections of Chapter 1 in triads and answer follow-up questions, using evidence from the text to support their responses
Developing an online classroom environment doesn't have to be a challenge. Adopting successful blended-learning techniques is easy with Collaborize Classroom.
For more free teaching resources and lesson plans: http://collaborizeclassroom.com/resources
Developing an online classroom environment doesn't have to be a challenge. Adopting successful blended-learning techniques is easy with Collaborize Classroom.
For more free teaching resources and lesson plans: http://collaborizeclassroom.com/resources
Angelica's power point is part of a presentation she gave to her class about the book. This was part of the 'Present-a-Book' competition that was held at St Thomas More College, Secondary School Sta Lucia in November 2015.
This presentation explains how to summarize a narrative text. For more resources for summarizing stories, check out my unit on TeachersPayTeachers: http://www.teacherspayteachers.com/Product/Summarizing-Stories-216952
Suggestions for working with EAL/ESL students - K-12. Presented in Brandon, MB, May, 2010. Focus on oral language, building community, in-class support as well as small group.
Reaction Paper # 3—Analyzing Themes in Girl” by Jamaica Kincaid.docxaudeleypearl
Reaction Paper # 3—Analyzing Themes in “Girl” by Jamaica Kincaid and “Two Kinds” by Amy Tan.
A theme is a concept or idea that an author explores in a literary work (See Reading Fiction I in ‘Course Readings”) for more detail.
Directions: Read “Girl” by Jamaica Kincaid and “Two Kinds” by Amy Tan. Choose two themes listed in the charts on the following pages. Collect 3-4 details from “Girl” and/or “Two Kinds” (such as specific plot points, symbols, or quotes) that the author/s use to explore each theme and enter them in the Evidence section of the table below. When you have completed your work, remember to save it as a new file, otherwise you will just re-send this file without saving your work.
Next, use the evidence you’ve collected to write an analysis that describes and explains the role of the theme in “Girl” and/or “Two Kinds.” Your analysis should be at least 1-2 paragraphs. Here are some questions to consider as you write:
How do the ideas or actions of the main characters reflect different aspects of the theme?
Does the theme develop or change over the course of the story? If so, how?
If your evidence includes symbols, explain how the author/s use those symbols to explore the theme.
Include specific quotes from the text and explain how those quotes provide examples of how the theme applies to the story you are discussing.
The four themes I have asked you to explore include the following:
· Mother/daughter relationship
Authenticity and Identity
Generational Differences
Culture and Tradition
These four suggested themes to explore do not necessarily capture all possibilities. If you find a theme you would like to explore, you can enter it into one of the charts on the following pages.
Theme # 1
Theme
Mother/Daughter Relationship
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Analysis: Write your 1-2 paragraph analysis that describes and explains the role of mother/daughter relationship in the readings.
Theme # 2
Theme
Authenticity and Identity
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Analysis: Write your 1-2 paragraph analysis that describes and explains the role of the authenticity and identity in the readings.
Theme # 3
Theme
Generational Differences and Conflicts
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Analysis: Write your 1-2 paragraph analysis that describes and explains the role of the generational differences and conflicts in the readings.
Theme # 4
Theme
Culture and Tradition
Evidence from the text that explores the theme.
Evidence from the text that ...
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Source: Herber, H. (1978). Teaching reading in the content
areas. New Jersey: Prentice Hall. The aim of the tutorial is future and current elementary teachers.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. Learning Targets
• I can discuss answers to questions with
my triad and provide evidence to explain
my ideas.
• I can answer questions about the setting
of the novel Esperanza Rising based on
evidence from the text.
• I can answer questions about the main
character, Esperanza, based on evidence
from the text.
3. Triad Norms
• Each person must contribute to the discussion, but
take turns talking. Ask each other: “Would you like to
add to my idea?” or “Can you tell us what you’re
thinking?
• Each person should show the others specific details
from the text by pointing to specific page numbers,
paragraphs, and lines. Say: “My evidence is here on
page ___ in the ___ paragraph” and read the evidence
aloud.
• Ask questions so that you understand each other’s
ideas. Say: “Can you tell me more about that?” or
“Can you say that another way?”
5. In Your Triads
Discuss the two questions from your
rereading of Chapter 1: “Aguascalientes,
Mexico, 1924.”
• “Describe the geographical setting of
Esperanza Rising. What is it like where
Esperanza lives? Use details from the text
to support your answer.”
• “What is Esperanza’s relationship with her
papa like? How do you know?”
6. Remember
• This novel is challenging, you will need to
read sections multiple times in order to
understand the ideas in the text.
• The most important thing to do while reading
is to think!
• As we read this book, we are going to be
thinking a lot about the characters—what
they are like, the challenges they face
(including human rights), and how they
change over time.
7. Follow along while I read pages 4-6
• Think: What are these
pages mostly about?
8. Talk with your triad
• What are these pages
mostly about?
9. Here’s a tip!
• Chapter titles in a
novel provide a signal
to a reader about the
main ideas or events
in a given chapter.
10. In your triad, Whisper Read pages
4 to break on page 8. Then, answer
this question.
• The first paragraph on page 8 says that
Esperanza would like to live at El Rancho
de las Rosas with her Mama and Papa
forever. Why does she feel this way? Find
details from the text to explain your
answer. Mark where your found your
information with evidence flags.
12. Follow along to pages 8-middle of 12.
Answer the second question with your triad.
Mark proof with evidence flags.
13. Answer the rest of the questions
verbally.
Remember:
• Read aloud one text-dependent question at a
time.
• Clarify any terms.
• Think on your own
• Then talk together to answer the question
• Mark your answers with evidence flags.
• You do not need to write answers to the
questions at this point.
14. Questions to Discuss:
• 3) On pages 14 and 15, what two pieces of advice
does Abuelita give Esperanza? How does Esperanza
respond to the advice? Use evidence from the text in
your answer.
• 4 ) On page 18, Esperanza says that a “deep river”
runs between her and Miguel. What does she mean?
How does Miguel respond when she tells him this?
Use details from the text in your answer.
• 5) At the end of the chapter, why does Esperanza feel
her heart drop and that she has sunk into a “dark hole
of despair and disbelief”? Use details from the text in
your answer.
15. Homework
• Read Chapter 3:
Purpose of Reading
Question:
What challenges do the
main characters in this
chapter face?
• Prove with evidence
flags