Yolanda U. Trapp
“TONIGHT I CAN WRITE”
1. What is the poem about?
2. What happens “When the stars are blue and shiver in the distance”?
3. Where does it happen?
4. What does he feel?
5. Think of a word in the poem that rhymes with:
Night
|
Stars
|
Sky
|
Wind
|
Blue
|
Verse
|
Spanish—ESL
Noche
|
Estrellas
|
Cielo
|
Viento
|
Azul
|
Verso
|
4. Extended Activity
Time frame: to extend the activity for 10 to 15 days.
Purpose:
The teacher will supply the necessary literacy reference, materials, directions, encouragement and guidance in order to help students to create and illustrate
a booklet containing sections
from
Latin American Literature
.
Procedure:
Activity I
Before this activity can be started a formal study of Latin American literature should be completed. This is necessary so the student can have a panoramic view and fundamental understanding of Latin American literature-short stories and poetry. With this accomplished the teacher can then proceed to distribute anthologies and texts of Latin American works (see suggested reading list for 3rd and 4th grades). Encourage the students to select works which he/she can envision as relatively easy to illustrate.
Titles serve as visual clues or metaphors, they also should copy the selections, the title of the work, the author’s complete name, and the source from which the selections were extracted.
Activity II
Once the selections have been made, the students work with the teacher to understand and capture any visual, graphic images which the fragment may convey. Use a sample of a short story to illustrate specific themes like: love, war, death, hope, etc.) for their entire booklet. Students should be assisted in the translation from Spanish to English.
Activity III
The teacher should consult with each student about ideas for illustrating each selection on an individual basis. Ideas and possibilities for illustrations should come from the students.
Activity IV
Each literary fragment by a different author will be accompanied in the booklet by a brief biography. It should contain some information such as important dates, events in their lives and the title of famous works. The teacher may provide anthologies, a dictionary or a history of Latin American Literature. Also maps of America, pointing which countries speak Spanish.
Activity V
The teacher should distribute copies of all selections to the class so each member can follow along as she/he gives pointers and hints about oral improvements of the fragment. (see Part IV Basic Goals).
Activity VI
The class should now be prepared to begin the assembly of the project by completing a cover page (title of the fragment chosen, the student’s name, date, class and the author’s name). It is recommended to use and artist’s sketchbook bound that absorbs water colors (do not use markers).
Activity VII
Students may exchange the booklets after they have been completed; in order to review orally the material previously covered.
Evaluation
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A. Vocabulary quiz
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B. Evaluation of taped oral pronunciation of words in English and Spanish
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C. Quality of the booklet presented based on neatness, methods of presentation, clarity and accuracy of translations.
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D. Graphic interpretations of selections and
-
E. Originality