Mattson

Mattson 1

Topic: Esperanza Rising: Immigration and Migrant Farmworkers Curriculum Unit Objectives: 1. Given viewing of the documentary La cosecha TSWBAT reflect on where their produce comes from. 2. Given discussions on the American Dream and motives for immigrating to the U.S. TSWBAT summarize why people choose to come to the U.S. 3. Given reading of the novel Esperanza Rising TSWBAT discuss the challenges that a young person faces when moving to a foreign country. 4. Given lectures on the context of Esperanza Rising TSWBAT relate their present day to the time period of the novel. 5. Given discussion on immigration today TSWBAT understand the plight of the cultural stranger. Schedule: DAY 1 In Class: Ch. 1-5 reading quiz Brief lecture on historical context of the novel.  Students will take notes  Discussion questions on the lecture and previous night’s reading Key vocabulary research “American Dream” exit ticket Out of class: read p. 58-99 DAY 2 In class: p.58-99 reading quiz How do people arrive in the U.S. today?  Coyotes and smuggling Why do people come?  Newspaper articles in groups Discussion on the American Dream  Small groups with 3-4 questions provided by teacher, then group discussion Out of class: read p. 100-138 DAY 3 In class: p.100-138 quiz Discussion on child farm labor in the 1930s. Do you think that this still happens today? How is our food harvested? Where does your food come from? Viewing of La cosecha documentary  Students will have outline guide to take notes with. Outside of class: possible questions on the documentary or no homework

Mattson 2

DAY 4 In class: Discussions in small groups on the previous days read Class discussion on la cosecha and food  Titles of the chapters are food. Where are these foods grown? What context do the various harvests give us about the book timeline? Out of class: read p. 139-172 DAY 5 In class: p. 139-172 reading quiz/vocabulary quiz Lecture on the Dust Bowl and 1930s migrant workers, racial tensions between groups. Discussion on the reading Out of class: read p. 173-204 DAY 6 In class: p. 173-204 reading quiz Key Vocab Research Discussion/some other activity TBD/Lesson on formal letter writing? Out of class: read p.204-253 DAY 7 In class: p.204-253 reading quiz Discussion on Immigration policies, ICE/an activity TBD Discussion on novel – how have immigration policies changed since the 1930s? How have they stayed the same?

DAY 8: In class: Reading of poem on Migrant worker life (in Spanish). Worksheet on poem. Rough drafting of letter to Esperanza. Teacher will provide prompt. Out of class: finish letter DAY 9: In class: Peer editing of letter to Esperanza  Teacher will first lecture on common errors to look out for and how to properly note mistakes

Mattson 3

Exam Review Game Out of class: study for exam DAY 10 In class: Unit exam Out of class: N/A

List of Resources: Esperanza Rising by Pam Muñoz Ryan Newspaper articles Key Terms in Latino/a Cultural and Literary Studies by Paul Allatson El Canto de las palomas by Juan Felipe Herrera

Final Assessment Outline: 1. Students will complete a developed and well-edited letter directed Esperanza. In the letter they will discuss things that they admire about her and relay the present state of migrant workers and recent immigrants as they see it. Do the struggles she encountered still exist? 2. Students will complete a formal unit exam. There will be a multiple choice section to test for basic knowledge of the story line and cultural context. Vocabulary will be tested through matching and short explanations of words. Students will be asked to answer some short answer questions such as; relating la cosecha to the novel, and how they will make others aware of what they have learned during the unit. 3. Students will submit their notebook for a notes review done by the teacher.