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MIRTA MAR TES.RTVERA

Words: 1545 1 An integrated lesson plan using a whole langruage approach for the poem nNow and Then, America" by Pat Mora. thistory)

Description: This lesson plan is for teachers teaching advancedbilingual learners who are fluent in Spanish and English. It includes tasks and activities ai-med at devel-oping the students' literary skiIIs. And it also aims at increasing students' understanding of the American and Hispanic culture, namely the theme of death. In Lhis lesson plan. students will study Pat Mora'S poem, answer some activiLies, and complete some tasks individuaJ-J-y and ingroups. Sorne act j-vi-ties are designed to develop lislening, speaking, reading and writing skills, using a whole language 6\ approach across the curriculum. The lesson i*as developed usi-ng E/, teaching material from the Languages Arts collection E-lements of Literature (2003) published by Hold ,Rinehart and Winston. The reading approach used in El.ements of Literature consists of the followinE steps: Preparing to Read, Reading from the Text. Understanding tlre Text, Connecting Asross Text Cross-Curcicular Extension, Langruage Skills Integration Time: The approximation time for each part r*il1 vary depending on the Leaching situation. Grade Level: 11th grade Subject: American literature Lesson Objectives:

After reading the poem " Now and Then, America" by pat Mora, students should be able to 1) identify the main theme, setting and tone of the poem; 2) identify the kinds of images used by the poet to state the message of freedom, individualisrn, idenLity and escape. tObjecLives set by HRW.I General Objectives: The students should be able to obtain a greater proficiency in the use of their second language --English-- as a medium of communicaLion; 2j develop interest in the appreciation for values

present in different literary genres- t'='- Curricula objectivesl Specif ic obj ecti-ves: The students should be able to identify the rnain idea/theme, setting and tone of the poem. Iobjectives set by HRWI

Desired Results: Students r^,ril} be able to read the poem and analyze it at the literal and inferential 1eve1s- []nstructor's Objectivesl

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Materials needed to complete the lesson: transparencies (T#1 Pat\s bioqiraphy and data) (T#2 poem) (T#3 Mexico map) (T#4 Oaxaca geographical and tourism data) (T#5 Saints Day/Dla de -1os Muertos) (T#6 HRW poem questions- handouts), (i{#1 poem) , (H#2 Poetry Reading Organizer), (H#3 Other Questions), (H#4 Imaqe Chart by HRW), (H#5 Goals and Desire Chart), (H#6 US Demographic Organizer), TV, Audio CD Disc 77, Track 5 by HB.W, pictures, (P#1 zempasuchitf flower) (P#2 cactus flower) (P#3 cactus plant) OHP, movie screen/ boom box, cassette {poem recordinq), students' pocket dictionaries Media Components: Browsers-) fnternet ExpJarer, lJetscape ( for the US Census

activily)

Class Management: Students working in pairs; students working in small groups; students working independently Method of Instruction: questions, di-scussion Procedure (A step-by-step guide)

T.

HRW- PRE_READTNG PART

T: Today you will read a poem by Pat Mora. Have you ever read written by Pat Mora? [Class responds. ]

poems

Q: Who is Pat ltlora? lT#1 is placed on the read aloud from the movie screen. l

OHP

and some volunteers

************************************x***************

Ihistory and geography] 1 /Vat Mora from \^/ww.patmora.com March 2003 (L942 ) and raised in El Paso, Texas. Born She studied at the University of Texas at El Paso (UTEP) . PaL Mora currently lives in Santa F6, New Mexico. ewards received: Southwest Book Awards Border {1985) _ Feliowship: Civitel-f a Ranien FeLl-owship-Italy _**************************************************** T#.

T: Would you like to hear Pat's voice and meet her? [Class responds. l T: Let us see a short interviewed clone to pat Mora (an Audio segment prepared by HRW is played to students. l Q: Did you see and hear something you like to tal-k about?

CD


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IStudents express themselves incliviCually about the Audio

CD

segment. l

T: The title of the poem you will read today is "Now and Then, America" lSome volunteer students are asked to write the poems' title on the board. l A Reading Skil1s and Strategies KNOWLEDGE/DIALOGUE

?IITH THE TEXT by

T: What do you think this

poem

iCIass responds. l

HRW

will be about, based on its title?

T: What predictions can you make? IHRW Questions/RfanImG IStudents answer and write predictions on the board. ]

-PRIOR

T: Now 1et us listen to a recording of the poem " Now and Then, America" ILISTENING #11 recordeC i:1r students from the other section of English 11. l T: The recording will be played again. But now you will listen to it; please pay attention to its sound and rhythm. ILISTENING #2] T: Now let us read the poem silently. IREADING #1] [Students distribute H#1- poem), and T#2 poem ls placed on the oHP. l POEM (T#2)

***************************************************** A "-l,/oi,r and Then, America" by Pat l4ora from E-zements of Literature (2403) by I{RW: Coffection 9-ShackeLs 7 Who wants to rat (season-meteoro-l oqy) ) 2 beneath dry wintâ‚Ź-r"s grass -+ 3 in a numbereC qrave 4 in a numbereC row 5 rn a sectron -iabe-led EternaL Feace 5 with neighbors plaqued -+ (nations-geography) 7 by limp, plastic roses 8 springing from their toes? 89 grant me a fittle Lrfe now and then, Anterica. 70 Who wants to rod 77 as she marches through fife 1-2 in a p:nstaped surt -+ -13 neck charned -rn soft. siJk 74 in step, Ln style, Lnsane.

C75 Let fie -Ln 76 to boardrooms wearing hot Page 4

(cul-ture-socjology) bow


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FAGE * 77 cofors, my hair Jong anC free 18 maybe speakinq Spanjsh -) 79 Risk my differences my surpr-rses, 2A Grant me a -i-rtt-le f rfe, America

27

And when

(languages)

f aie, ptant ="*pusurhitl,

22 flowers of dead, and at my head 23 piant orqan cactus, -l:.ke Oaxaca.-+ (bialoqy) D2 .Let desert creatures hide in the aranqe bfooms. Let birds nest -r.n Lhe cactus stems.

Iet me qo knowinqr Lrfe fLowers and song

*i1l c"ntinue right above my bones.

Pat lt4ora

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H:?.:y:1l:?,.:I:: i;.9.

* * *,( * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

[After reading the poem, sludents identify new words and write these on the board. Students clarify the meaning of words usingi their pocket dictionaries. l T:

will a1l read aloud the poem for a second time. 21. Now read the poem silently (Readinq #3) and find answers to the following questions. Now you IREADING #

IStudents pass out H#2Poetry Reading Guide Organizer) amongi students. Questions are read and clarified if necessary.l

:?:IlT.X*:T:.:YI?:.?:HI?::. I:i?l * * * *..9: il'::

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1. Who is the speaker of the poem? 2. What is the subject of the poem? 3. What is the setting of the poem? 4. What is the tone of the poem? ************************************************** ICIass responds orally to the guestions of UNDERSTAI.IDING THE TEXT

by

HRw

(f'

H#2.

IGroup discussion: Groups answer questions and presenL them to the class. l

Handout #3 Other Questions,/ Questions from Efements of Litera ture


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by HRW, Collection 9-Shackles *************************************************** B Critical

Thinking

Q: What do you thi-nk Pat Mora is asking in line 9? C I{ord Choice Q: How does the word in here {1ine 15) contrast with the previous uses of the word in I ines 3, 4 , 5, i2, i3, 74? D Reading Ski11s and Strategies/Finding the Main Idea Q: In lines 27-3C), what does the speaker want? Q: How does this stanza llines 21-30] relate to lhe title of the poem and the predictions you made before reading the poem? P#1, P#2, P#3

IPredictions are stil1 written on the board. ] Finding the main idea at the literal and inferential-

READING/

IeveIs.

Q: In stanza l, the speaker says " neighbors", whom is the speaker referring to? Q: What does the speaker say i-n stanza 2? [E]ements of history and immigration are stressed here. lT#3,#4 from oaxacatouristgui-de . com> <www. houstonculture . org>J the speaker say in stanza 3? lElements of the Mexican culture, namely hoJ-idays are stressed by means of T#5. Q: In this poem, do you think the speaker questions the cultural conformity of her fel1ow Ameri-cans? Q: Questions about the poem? [students ask individually. ] <www.

Q: What does

Evaluation ( Thrs exercise is an adaptation of the exercise on paqe T445 t,itled Choices :Building Your Portfolio, Section Comparing and Contrasting Themes, 2 Breaking Bonds

# 1 lChart H#4 from HRW Teachers Resource booklets. f O ll(w) Exercise: Pat Mora touches the themes of freedom, identity escape and individuali-ty in her poem. Prepare a chart listing the different kinds of images used by Pat Mora to express the poem's message. Use the handout provided to you. HW


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Page 6 Images Chart (

rRW

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#2/H#5

HB.W-

Teachers Resource booklets

HW

by

ICONNECTING ACROSS TEXT

HRwl

the selection "A Pair of Silk Stockings by Kate Chopin, pp. 435-443 from Efements of Literature (2003) by HFW' While reading the selection keep in mind the following questions and write the ans\irers in the handout (H#5) provicled to you' 1 . How Mrs. Sommer in " A Pair of Silk Stockingis" and the speaker in 'Now and Then, America" may both feel restricted or chained. (freeoom, escape) 2. Identify Mrs. Sommer's goais and desires and identify Pat Mora,s goals and desires. (individuality, identily)

F.ead

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Goals

Desires

Pat Mora

Pat Mora

Pat Mora

7 # 3

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ICRoSS-CURRICULAR EXTENSION

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fnternet connection <www. census. gov> study the historlz of Hispanic immigrants to the united states. Copies of H#6 (US Demographic Organizer) are distributed amonq. students. HW is explained to the class. H#5

************************************************** Student organizer one: US Demographics Orgianizer from Thirteen/ed on-l:ne WNET l/Y <rr;ww. thlrteen. orgledonline> Find the following data using the two websites risted below: <www. census. gov> <www. fisher. lib.virginia. edu> Come prepared for a class discussion. 1. what different ethnic or racial giroups are counted in the census ? 2. what is the totar population of the us in the year 2000? 3. of the totat US poputation, what is the largesl ethnic racial g'roup? liow many Americans belongr to that ethnic/racial g,roup? 4 - How many Americans claim to be Hispani-c or Latino? 5. How many Americans claim to be partly Hispanic or Latino? 6. Now answer the same questions t1-5 abovel for the followinq years: 1900t794At796A,L98A, t1990,20001 what trends are observed with the LatinolHispanic population? Language Skills Exercise noun/adj ectives

ethnic ethnical lJd

L _L_11(-l

Hispanic immigration immigrants -^f,. rcruvEeD

************************************************************ Abbreviations used in this lesson plan: T transparency HW homework OHP over-head proj ector

H

handout

!P

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ni nl-rr ra

HRW Holt Rinehart and Winston UHS Uni-versity High School

Page

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References


.

MIRTAMARTES-RMRA

, .

.ELements

of Literature (2000) textbook

E-Lements

of Literature {2000)Teachers' Resource booklets of Literature (2000) Audio CD Dick 11, Track 5

E-Iements

UHS Currj-culum Obj

ectives

www. census . gtov www.

fisher. lib. virginia.

edu

www.

houstontourlstguide

. com

,

www.

oaxacatouristgtuide

-

www.patmora. com www.

.

com

thirLeen . org /edonline

(WNET )

NOTE: The areas of dif ferent dlsciplines (history, biologiy, geography... are stressed by means of questions.

Example: "bones" (biology) Q: What science studies the human body?

Is the science of biology the

same

as anatomy?

" Now and Then, America" Pat Mora's poem/ using HRW materials/ a lesson plan by Mirta Martes  

"Now and Then, America" by Pat Mora A lesson plan prepared by Mirta Martes. The teaching materials and activities included in this lesson pl...

" Now and Then, America" Pat Mora's poem/ using HRW materials/ a lesson plan by Mirta Martes  

"Now and Then, America" by Pat Mora A lesson plan prepared by Mirta Martes. The teaching materials and activities included in this lesson pl...

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