Student: Nicole Lively Lesson Title: Integration of Cultures Text: Bilingual/Bilingue by Rhina P. Espaillat Cooperating Teacher: XXXXXX School Site: XXXXXX Grade Level(s): 9 th grade Humanities Group Size: 27 Standard: CCSS.ELA- Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Objective: Students will be able to compare the poem Bilingual/Bilingue to the novels Mexican White Boy and Wild Meat and the Bully Burgers and look for differences and similarities. Evidence of Understanding/Assessment: Formative: 1. During the introduction quick write, I will walk around and read students reflections and assess what knowledge they already have about the integration of two cultures. 2. During the discussion of the quick write, listen to contributions students make to determine how much scaffolding will be necessary to access the theme in the poem. Identify students who will need more or less support in accessing the theme and connecting the two pieces of text. 3. As students partner talk and table talk, engage them by questioning their decisions regarding which stanzas or lines they chose from the poem to highlight as important. As students share their reactions to the text, monitor how students are recognizing the central theme of integrating two cultural backgrounds. 4. Monitor class discussions to look for evidence of students engaging with both texts and looking for common elements. Summative: 1. Students will respond to a quick write 2. Students will complete an It says/i say chart with their reactions to the poem Materials/preparation: Photocopies of actionable poem. YouTube clip of Rhina Espaillat reading her poem. Graphic organizer of It says/i say chart Graphic organizer of Most Important Phrase text interaction Whiteboard Segments and Timing INTRO 5-8 minutes Discuss MWB themes Differentiation & Academic Language Support Teacher will say and do Students will say and do... Say: The last two weeks we've been reading Mexican White Boy and discussing different themes, or important ideas, from the book. Think about the title of the book, 'Mexican White Boy'. With that in mind, What's one of the major ideas that keeps reappearing? Do: Guide students toward discussing Danny s struggle to fit in both in Leucadia and in National City. Do: Students will respond to guided questions and listen to introduction. Say: Okay, we've talked a little bit about Danny's struggle to figure out how to embrace both cultures, in other words, his struggle to be both
Instructional Activities QUICK WRITE: 10 MINUTES Draw a cycle on the board that represents how poems, novels and our own experiences can all be related and analyzed together this acts as a visual aid. Write the prompt on the board. Mexican and white at the same time. We've been highlighting themes within a text. Now we're going to add a second text, a poem, to our discussion. We are going to look at how the poem connects to the novel. Good readers and writers learn how to look at readings and analyze how they relate to one another through common or shared themes or ideas. So, what's the major theme that we've been discussing this morning?" Say: Okay, so with all that in mind, I'd like you guys to do the following quick write. Get out a piece of blank paper and answer the following (you don't need to write out the question): Have you or someone you know experienced what it s like to not fit in or to feel like an outsider? Why or why not? Say: Students will again discuss Danny s struggle, but this time, his struggle to synthesize both his Mexican culture and his American culture. Do: Students will answer the quick write. POEM READING AND ACTIVITIES: 30 MINUTES TABLE TALK ABOUT THEMES OF MWB *If students struggle to come up with a personal example, give them the opportunity to write about a character from Mexican White Boy or Wild Meat and the Bully Burgers and their struggle to fit in instead. I'll give you seven minutes to complete this and I'm going to collect it when we're done". Say: Take a minute and share with a partner what you wrote. Do: Take a few volunteers but also call on students using the popsicle stick method as well to get a mix of voices. Say: (set up purpose for the students) We will be looking at themes found not just in our novel, but in other pieces of literature as well. Comparing multiple texts and identifying common themes is a skill that good readers and writers learn, it doesn t just come naturally. What are some of the themes we ve talked about while reading Mexican White Boy? Take a look at your theme organizer if you need a reminder and take 3 minutes to discuss them at your table. (Table share) Say/Do: Students will share their thoughts with a partner (pair share) and then several will share with the class. Do: Students will listen to purpose Say: Students will discuss themes we have investigated so far in MWB in a table share and then share out with the class. CLASS SHARE OUT OF THEMES Do: Sit in on table shares and discuss suggested themes. Guide students back toward theme for the day: Danny s struggle to fit in in either culture and his quest for identity. Distribute actionable poem handout and ask for tables to share the themes they discussed with the class.
POEM READING ON OWN FOLLOWING ALONG WITH AUTHOR The poem has words in Spanish which allow access to Spanish speakers try to have an ELL student read the Spanish words during the poem read aloud. Say: I want you to keep those ideas in mind as we read the following poem. It s called Bilingual/Bilingue by Rhinna Espaillat. First, I will read it aloud. I need a volunteer to read the parts in Spanish" Say: What is this poem about? Are there any clarifying questions? Any confusing words or phrases? Do: Set up YouTube clip of author reading the poem. Say: Now, I want you to follow along with the poem as we listen to the author reading her poem. Do: Listen to poem Say: Students give initial ideas about the meaning of the poem Do: Students will follow along with the YouTube clip as the author reads the poem. REACTING TO THE POEM Read class selections and discuss as a class. Use talk moves to guide students toward major connection between poem and MWB. 10-15 Model how to use the interactive text and how to use the sentence starters. Write additional sentence starters on the board. Say: Now that we ve had a chance to read the poem a few times, take a look at the columns on the right side of the poem. I d like you to choose a line that stands out to you, write it in the first column and then react to it in the second column. You can connect it to your own life, to other parts of the poem and even to Mexican White Boy. For example, I might choose the line my father liked them separate, one there, one here and write it in the first column. Then, in the second column I would write, this is sort of the opposite of what Danny from MWB experienced. His dad seemed ashamed of being Mexican and didn t teach Danny Spanish, he only wanted him to speak English. I d like you to choose 5 lines or phrases and react to them. At the top of the I say column there are a few sentence starters for you to use. You don t have to use them but they are there for you if you get stuck. Are there any questions? I ll give you 15 minutes to complete this and then we ll share a few responses. Say: Great. Now that you ve had some time to dig into the poem, and share your ideas with a partner, let s talk about it as a class. What are some of the connections you guys made? (Take volunteers and use popsicle stick method to mix up voices) Ask questions like: Did any of you connect the poem to your own life? Did any of you connect the poem to other books we ve read? Did you notice anything about the structure of the poem? Begin to lead discussion away from students specific connections and engage students in a broader discussion about the poem and its Do: Students will independently complete the graphic organizer. Do: Students will partner share their selections. I ll call on a few students and add their selections to the whiteboard. Students will participate in a class discussion of the poem. Do: Students will share selections and discuss poem.
minutes connection to MWB. Ask students what connects the poem and MWB. Give them the opportunity to table talk to get their ideas moving. Say: Now that we re talking more broadly about identity and connecting the poem to Mexican White Boy, I d like you to turn the poem over and complete the boxes on the back. I d like you to choose one phrase or line from the poem and connect it to Mexican White Boy and to Wild Meat and the Bully Burgers. Do: Students will complete the second part of the graphic organizer. CLOSURE 7 MINUTES Model how to use the second part of the graphic organizer with my own example. Extension question: can you connect today s reading to other novels or other subjects? Is there a way to connect it to broader communities, cultures, or histories? Say: Ask students to share connections they made to the novels at their table then call on a few students to share with the class. Say: Now that we have a lot more experience talking about identity, I d like you to return to your quick write, draw a line under what you wrote earlier and add to it. See if you can write more about identity by using some of the ideas we raised in class. Can you connect your quick write to our readings? Can you say more about identity? Do: students will share their connections with table groups and then with the class. Do: Students will add to quick write.
Bilingual/Bilingüe by Rhina Espaillat My father liked them separate, one there one here (allá y aquí), as if aware that words might cut in two his daughter s heart (el corazón) and lock the alien part to what he was his memory, his name (su nombre) with a key he could not claim. English outside this door, Spanish inside, he said, y basta. But who can divide the world, the word (mundo y palabra) from any child? I knew how to be dumb and stubborn (testaruda); late, in bed, I hoarded secret syllables I read until my tongue (mi lengua) learned to run where his stumbled. And still the heart was one. I like to think he knew that, even when, proud (orgulloso) of his daughter s pen, he stood outside mis versos, half in fear of words he loved but wanted not to hear. It Says: Select lines from the poem that catch your interest. I Say: React to those lines. Use sentences like: I noticed This reminds me of This happened to I agree with
The Most Important Phrase: Making Connections Name Choose ONE phrase from the poem that you think connects to Mexican White Boy. Write out the phrase and explain the connection that you ve made between the poem and the book. Now, choose ONE phrase from the poem that you think connects to Wild Meat and the Bully Burgers. Write out the phrase and explain the connection that you ve made between the poem and the book.
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