Yolanda U. Trapp
DAY ONE
DIRECTIONS:
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1. Introduce some basic information about Latin American topics which will provide background for the stories to be read within the next two weeks. Topics like: geography, showing a contrast between the Americas and Europe. It would be beneficial to point out that North-Central and South America are related by their names “America”, and “New World”. With special attention given to the countries to be studied. Another topic is historical information and the influence of Spain and the Indian civilizations. A brief discussion of the many popular authors of Latin America would be appropriate as they ought to be familiar with some of the prominent writers.
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2. Introduce Isabel Allende.
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A. Life
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B. Chile
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C. Works
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D. Accomplishments
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E. Themes, concerns
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F. Politics
DAY TWO
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1. Review briefly background of Isabel Allende.
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2. Read the story “The Little Girl Clara and her Dog Barrabás”. (“La Ni–a Clara y su perro Barrabás”). Stop periodically to ask questions to insure comprehension. (See Objectives.)
DAY THREE
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1. Review orally the material read and discussed the previous day.
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2. Discuss new words-vocabulary and translation (cross cultural and understanding for English and Spanish—see Part IV Goals).
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3. Prepare a questionnaire as homework.
QUESTIONNAIRE
Answer these questions in English and Spanish about the story.
1. When the little dog came to Clara’s house, how did she treat it?
Cuando llegó el perrito a la casa, ¿Cómo lo trató la ni–a Clara?
2. What did Clara say if Barrabás could not stay with her?
¿Qué dijo Clara qué har’a si Barrabás no pudiera quedarse con ella?
3. Where did Barrabás sleep?
¿Dónde dorm’a Barrabás?
4. At dinner time, where did the dog eat when it wasn’t locked up?
¿Qué hac’a el perro a la hora de la comida cuando no lo encerraban?
DAY FOUR AND FIVE
OBJECTIVE:
After reading the passage the student will be able to understand what a myth is.
PROCEDURE:
Have students say in English what they think a myth is. Ask for examples from their own and other cultures. Point out that just because something is mythical does not mean that is not true in a symbolic sense. Discuss myths and legends as a kind of collective sharing of views, beliefs, dreams, and interactions, often rooted in actual events that are passed on from one generation to another in a society. Develop a list of myths and legends together, writing them on the board. Example: Santa Claus, Halloween, Easter, The Pot of Gold, Etc. (5).
FOLLOWING WEEKS:
Reader Generated Questions
Techniques that invite students to generate sets of questions which will guide them as they read. For example:
The teacher is preparing to read the book aloud, she may first present the class with a description of the story. Then the teacher invites questions. Questions are written in plain view of the students. The list can be answered during the reading or left for discussion at the end.
PROCEDURE:
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A. Read a passage from the book.
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B. Present the topic of the reading material and invite discussion about what students already know about the passage, “La Ni–a Clara y su perro Barrabás”.
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C. The teacher may dress up as the main character, introducing and describing herself briefly.
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D. Invite a writer to visit the school who may talk about the process of writing a book.
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E. Show the film after reading the book. (The House of the Spirits, available at Visual Arts Department and Video Stores.)
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F. After, students raise questions individually or as a group. They can also attempt to answer the questions using their imagination.
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G. Questions may be referred to as the text is read or saved for final discussion.
CONCLUSION:
“The power of reading is reading.” The three “R’s—Reading, Reading, Reading. The importance of reading literature to students long after the unit ends will bring books to life.