Esperanza renace

Kristin Kemp

Description

Help Spanish-speaking students boost their reading comprehension skills! This book provides engaging lesson plans and activities to guide teachers in the instruction of Esperanza renace, the Spanish language version of the novel Esperanza Rising. This product guides teachers as they challenge students to dive deeper into complex literature. With lessons focused on story elements and vocabulary, meaningful activities, and other important tools, teachers will show English learners how to analyze this award-winning literary work.

Informations

• Publié par: Shell Education
• Date de parution: 01 juillet 2022
• Nombre de lectures: 0
• EAN13: 9781493891344
• Langue: Español
• Poids de l'ouvrage: 15 Mo

Extrait

Spani h Version

Pam Muñoz Ryan

Great Works Literature Guides • Esperanza renace

A guide for the Spanish version of the novel by Pam Muñoz Ryan Great Works Author: Kristin Kemp, M.A.Ed.

Publishing Credits Corinne Burton, M.A.Ed.,Publisher; Emily R. Smith, M.A.Ed.,VP of Content Development; Caroline Gasca, M.S.Ed.,Senior Content Manager; Sam Morales, M.A.,Project Manager; Jill Malcolm,Multimedia Specialist

Image Credits iStock (cover)

Standards © Copyright 2022. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. © Copyright 2007–2021 Texas Education Agency (TEA). All Rights Reserved.

Shell Education A division of Teacher Created Materials 5482 Argosy Avenue Huntington Beach, CA 926491039 www.tcmpub.com/shelleducation ISBN 9781493891306 © 2022 Shell Educational Publishing, Inc.

The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher.

Table of Contents

How to Use ThIs LIterature GuIde. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4  Theme Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4  Vocabuary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5  Anayzîng the Lîterature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6  Reader Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6  Cose Readîng the Lîterature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6  Makîng Connectîons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7  Creatîng wîth the Story Eements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7  Cumînatîng Actîvîty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8  Comprehensîon Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8  Response to Lîterature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

CorreatIon to the Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8  Purpose and Intent of Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8  How to Fînd Standards Correatîons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8  Standards Correatîon Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 About the Author—Pam Muñoz Ryan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11  Possîbe Texts for Text Comparîsons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Book Summary ofEsperanza Rising. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Cross-Currîcuar Connectîon  Possîbe Texts for Text Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Teacher Pans and Student Pages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13  Pre-Readîng Theme Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13  Sectîon 1: Proogue–Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14  Sectîon 2: Chapters 4–5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24  Sectîon 3: Chapters 6–8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34  Sectîon 4: Chapters 9–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44  Sectîon 5: Chapters 11–13. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54

Post-ReadIng ActIvItIes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64  Post-Readîng Theme Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64  Cumînatîng Actîvîty: To Strîke or Not to Strîke . . . . . . . . . . . . . . . . . . . . .65  Comprehensîon Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67  Response to Lîterature: A Natîon of Immîgrants . . . . . . . . . . . . . . . . . . . . .69 Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71

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Introduction

How to Use This Literature Guide Today’s standards demand rîgor and reevance în the readîng of compex texts. The unîts în thîs serîes guîde teachers în a rîch and deep exporatîon of worthwhîe works of îterature for cassroom study. The most rîgorous înstructîon can aso be înterestîng and engagîng! Many current strategîes for effectîve îteracy înstructîon have been încorporated înto these înstructîona guîdes for îterature. Throughout the unîts, text-dependent questîons are used to determîne comprehensîon of the book as we as student înterpretatîon of the vocabuary words. The books chosen for the serîes are compex exempars of carefuy crafted works of îterature. Cose readîng îs used throughout the unîts to guîde students toward revîsîtîng the text and usîng textua evîdence to respond to prompts oray and în wrîtîng. Students must anayze the story eements în mutîpe assîgnments for each sectîon of the book. A of these strategîes work together to rîgorousy guîde students through theîr study of îterature. The next few pages wî make cear how to use thîs guîde for a purposefu and meanîngfu îterature study. Each sectîon of thîs guîde îs set up în the same way to make ît easîer for you to împement the înstructîon în your cassroom.

Theme Thoughts The great works of îterature used throughout thîs serîes have împortant themes that have been reevant to peope for many years. Many of the themes wî be dîscussed durîng the varîous sectîons of thîs înstructîona guîde. However, ît woud aso beneit students to have îndependent tîme to thînk about the key themes of the nove. Before students begîn readîng, have them competePre-Reading Theme Thoughts (page 13). Thîs graphîc organîzer wî aow students to thînk about the themes outsîde the context of the story. They’ have the opportunîty to evauate statements based on împortant themes and defend theîr opînîons. Be sure to have students keep theîr papers for comparîson to thePost-Reading Theme ThoughtsThîs(page 64). graphîc organîzer îs sîmîar to the pre-readîng actîvîty. However, thîs tîme, students wî be answerîng the questîons from the poînt of vîew of one of the characters în the nove. They have to thînk about how the character woud fee about each statement and defend theîr thoughts. To concude the actîvîty, have students compare what they thought about the themes before they read the nove to what the characters dîscovered durîng the story.

100980—Instructional Guide: Esperanza renace

© Shell Education

How to Use This Literature Guide (cont.)

Introduction

Vocabulary Each teacher overvîew page has deinîtîons and sentences about how key vocabuary words are used în the sectîon. These words shoud be întroduced and dîscussed wîth students. There are two student vocabuary actîvîty pages în each sectîon. On the irst page, students are asked to deine the ten words chosen by the author of thîs unît. On the second page în most sectîons, each student wî seect at east eîght words that he or she inds înterestîng or dîficut. For each sectîon, choose one of these pages for your students to compete. Wîth eîther assîgnment, you may want to have students get înto paîrs to dîscuss the meanîngs of the words. Aow students to use reference guîdes to deine the words. Monîtor students to make sure the deinîtîons they have found are accurate and reate to how the words are used în the text. On some of the vocabuary student pages, students are asked to answer text-reated questîons about the vocabuary words. The foowîng questîon stems wî hep you create your own vocabuary questîons îf you’d îke to extend the dîscussîon.  • ¿De qué manera esta paabra descrîbe a personaîdad de _____ ?  • ¿De qué manera esta paabra se reacîona con e probema de cuento?  • ¿De qué manera esta paabra te ayuda a comprender e escenarîo?  • Dîme de qué manera esta paabra se reacîona con a îdea prîncîpa de cuento.  • ¿Qué îmágenes te trae a a mente esta paabra?  • ¿Por qué crees que a autora usó esta paabra? At tîmes, more work wîth the words wî hep students understand theîr meanîngs. The foowîng quîck vocabuary actîvîtîes are a good way to further study the words.  • Have students practîce theîr vocabuary and wrîtîng skîs by creatîng sentences and/or paragraphs în whîch mutîpe vocabuary words are used correcty and wîth evîdence of understandîng.  • Students can pay vocabuary concentratîon. Students make a set of cards wîth the words and a separate set of cards wîth the deinîtîons. Then, students ay the cards out on the tabe and pay concentratîon. The goa of the game îs to match vocabuary words wîth theîr deinîtîons.  • Students can create word journa entrîes about the words. Students choose words they thînk are împortant and then descrîbe why they thînk each word îs împortant wîthîn the nove.

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Introduction

How to Use This Literature Guide (cont.)

Analyzing the Literature After students have read each sectîon, hod sma-group or whoe-cass dîscussîons. Questîons are wrîtten at two eves of compexîty to aow you to decîde whîch questîons best meet the needs of your students. The Leve 1 questîons are typîcay ess abstract than the Leve 2 questîons. Leve 1 îs îndîcated by a square, whîe Leve 2 îs îndîcated by a trîange. These questîons focus on the varîous story eements, such as character, settîng, and pot. Student pages are provîded îf you want to assîgn these questîons for îndîvîdua student work before your group dîscussîon. Be sure to add further questîons as your students dîscuss what they’ve read. For each questîon, a few key poînts are provîded for your reference as you dîscuss the nove wîth students.

Reader Response In today’s cassrooms, there are often great readers who are beow-average wrîters. So much tîme and energy îs spent în cassrooms gettîng students to read on grade eve that îtte tîme îs eft to focus on wrîtîng skîs. To hep teachers încude more wrîtîng în theîr daîy îteracy înstructîon, each sectîon of thîs guîde has a îterature-based reader response prompt. Each of the three genres of wrîtîng îs used în the reader responses wîthîn thîs guîde: narratîve, înformatîve/expanatory, and opînîon/argument. Students have a choîce between two prompts for each reader response. One response requîres students to make connectîons between the readîng and theîr own îves. The other prompt requîres students to determîne text-to-text connectîons or connectîons wîthîn the text.

Close Reading the Literature Wîthîn each sectîon, students are asked to cosey reread a short sectîon of text. Sînce some versîons of the noves have dîfferent page numbers, the seectîons are descrîbed by chapter and ocatîon, aong wîth quotatîons to guîde the readers. After each cose readîng, there are text-dependent questîons to be answered by students.

Encourage students to read each questîon one at a tîme and then go back to the text and dîscover the answer. Work wîth students to ensure that they use the text to determîne theîr answers rather than makîng unsupported înferences. Once students have answered the questîons, dîscuss what they dîscovered. Suggested answers are provîded în the answer key.

100980—Instructional Guide: Esperanza renace

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