Designated Group

Background Information

RA: Students will make personal connections to prior experiences.

Journal: Students will share personal feelings.

Students will analyze pictorial evidence on the internet.

The teacher will read the selection aloud to the students stopping periodically to clarify. At the end of the selection, the students will share any personal experiences that are similar to the main character and will share any geographical knowledge of the setting.

Journal: (After the writing block) What feelings do you have about the pictures that you viewed today? Why do you think you feel this way?

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  Students will discuss times that they have struggled with growing up
  
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  Students will view the first page and make predictions on the characters, setting, and theme
  

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  Purpose for reading – How are Miguel and Pedro different? the same?
  
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  Vocabulary- commotion, sheepherder, Sangre de Cristo Mountains
  

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  The students will use post-it notes to mark examples of Miguel and Pedro’s character traits
  

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  The students will highlight any section that needs clarification
  

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  Review predictions
  
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  Have students share their need to clarify sections
  

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  Use a Venn diagram to compare and contrast the characteristics of Miguel and Pedro TR1
  

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  Using the Internet Introduction Activity, the students will view pictures (see Technology)
  
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  Using the pictures student pairs will write down predictions of the literary elements TR4
  
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  Under predictions; list support from the pictures
  
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  Students will then use that information to write a paragraph that convinces a class member of the predicted literary elements
  

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  In groups, students will list words that they use when trying to persuade their parents/siblings
  

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  Students will share their lists with the class and a whole class list will be generated to use during writing
  
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  This activity can be done on chart paper or Inspiration
  

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  The teacher will model how to interpret a picture using the first picture
  

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  The students will follow the instructions provided
  

Pgs. 9-35

RA: Students will. listen to create a list of factors that impact growing up as Latino.

Journal: Students will reflect on their choices.

Students will create a graphic organizer in Inspiration.

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  After reading the poem the class will generate a list of factors that affect Latinos growing up in America
  

Journal: (After the writing block)

• Explain why you picked the character for writing. What are the similarities and differences between you and that character?

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  Share their predictions from the TDW internet activity. Other students will question the examples to support the predictions (the pictures will be available for explanations)
  
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  Make predictions based on the cover of the book
  
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  Purpose for Reading: to verify predictions
  

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  Read Chapters one and two using the Character/Setting Chart TR5
  
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  Page numbers will be noted to show evidence of the trait or description of the setting
  

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  The students will use Inspiration to organize their information into a web and outline.
  
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  Pick the dominant trait and an example for each character
  
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  The teacher will show that different traits were picked for the same character and that this correlates to a person’s prior knowledge
  

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  Teacher and students brainstorm similarities and differences between the Torres’ lives and they own.
  
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  Students pick a character that they think is acting incorrectly.
  
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  Search for an important event in Chapter 1 or 2, that involves that character
  
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  Students will rewrite the event using them as the character they chose (possible differentiate comic strip/sound recording)
  
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  The events will be shared in the class
  

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  In groups, the students will need to figure the meanings of Mexican words using only the context. (the majority of the words will be from Lupita Manana)
  

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  Using Inspiration, make a graphic organizer for the characters showing their traits. Be sure to include the examples to support the traits
  

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  Identify the dominant traits of the characters using a picture for that bubble or some other graphic device
  

Pgs. 70-103

RA: Students will compare the book and Lupita Manana.

Journal: Students will share personal feelings.

Students will view pictorial connections to Lupita Manana

Journal: (After the writing block) Write a story that uses one of the pictures, from TDW, as a setting.

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  Make a list of all of the settings from chapters 1-5,include their importance
  
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  Predict what possible settings may be important in the reading
  
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  Purpose for Reading: to verify predictions
  

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  Read chapters 6 & 7
  
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  Fill out a sequence sheet TR 9
  

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  In pairs, share sequence sheets to ensure understanding of the plot and settings
  
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  Each pair will create a visual of the scene and write a caption
  
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  The caption should include an explanation of the scene and its overall importance to the story
  
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  Group students according to the scene they chose
  
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  Share within the groups
  
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  Each group will pick one or two pictures to explain to the whole class
  

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  Using Chapters 6 & 7 Power Point Presentation:
  
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  In small groups, students will view pictures that deal with the Mexican-US border and its surrounding areas
  
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  As each picture is shown on the screen the students will create a caption for the picture, focusing on use of senses to explain TR 12
  
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  Groups will share their captions
  
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  The true caption will be revealed and the students will discuss how it relates to their caption and to the novel
  

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  In groups, students will pick three to five captions from TDW
  
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  The captions will be rewritten to use more sensory words
  
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  The goal is to include one reference to all five senses in the caption
  

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  The teacher will model how to interpret a picture using the Example Picture
  

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  In small groups, students will view pictures that deal with the Mexican-US border and its surrounding areas
  

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  As each picture is shown on the screen the students will create a caption for the picture, focusing on use of senses to explain
  

Pgs. 137-165

RA: Students will make a list of the hardships endured by the main character of the book.

Journal: Students will share personal feelings.

Students will make a comparison chart.

Journal: (After the writing block)

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  Discuss the differences between the main geographical areas of the US
  
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  Discuss the differences between California and Maryland
  

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  Read Chapters 11 & 12
  

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  Record information about setting on the Setting Chart TR 13
  

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  In groups, share Setting Charts
  
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  Pick a new area of the US that the group has prior knowledge about
  
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  Using Setting Template in Inspiration to compare and contrast the impact on the story if the setting is changed to your new area TR 14
  
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  Groups will share their webs or outlines with the class
  
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  Discuss why the author chose the setting she did and not one of the areas that we discussed in the groups
  

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  Using the information on
  

students will do initial

research to get prior

knowledge on the process

of legally entering the

US

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  Students choose one of the following groups: Citizens for the Restriction of Immigration /Citizens for the Immigration of All
  
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  The group will need to decide on new guidelines for immigration, using the ideas of Lupita Manana and the information from the Culmination Page
  

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  The teacher will model the difference between formal and informal language
  
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  Students will complete the chart
  
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  Go over in small groups
  

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  Open the Setting Template in Inspiration
  
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  First, students will fill out the novel setting side
  
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  Then students will fill out the new area side
  
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  Then move the idea into a presentable format
  

Chapters 1-2

Chapters 3-5

Chapters 6-7

Chapters 8-10