Curricular Resources > 1997 Volume II > Unit 6 (97.02.06) > Section 9

American Children's Literature

CONTENTS OF CURRICULUM UNIT 97.02.06

Unit Guide

Understanding Hispanic/Latino Culture and History through the Use of Children's Literature

Jean Sutherland

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SAMPLE LESSON PLANS

Lesson One

Eve Bunting's Going Home
Subject Matter Areas : Reading, vocabulary development, social studies, language arts, art, social development.

Objectives :

Increased understanding of "home" as a force in one's life.
Increased understanding of the effect a knowledge of one's "roots" can have upon an individual, a family, or a people.
Increased knowledge of one's own roots.
Increased awareness of the positives in one's own life.
Increased understanding of the life faced by many farm laborers.
Ability to construct a representative collage.
Ability to interview and to present findings in oral and written form.

Vocabulary : Si papeles, labor manager, opportunities, scattering (n), Procedure : Together with its intriguing pictures, Going Home is an almost mystical brief story written by Eve Bunting and illustrated by David Diaz. It traces the journey of Carlos and his family across the border from California to Mexico to visit the village of their parents. Though unimpressed at first, Carlos and his older sister begin to understand and develop a connection to their roots in Mexico. The come to realize the sacrifices which their parents have made in order to provide them with "opportunities".

We are also given glimpses of the tenant farm system under which Carlos and his family live, as well as of the typical Mexican villages and the landscape which they pass through on their journey. Though the book itself is short, numerous opportunities for discussion present themselves along the way: What is it like to labor in the fields? Why do Mama and Papa continue to speak Spanish? Why does Carlos keep trying to teach them English? Why does Mama blow kisses when they reach Mexico? What is meant by opportunities? What have the parents sacrificed and gained? Do you think it was worth it?

The beautifully colorful illustrations are panels of semi-abstract pictures appearing on a mosaic background which in most cases seems to be made of overlapping ornaments. Each panel is framed in a sometimes ornate wrought-iron border. Some of the illustrations have an unreal quality with people and objects floating through the air.

Children will be asked to interpret both the background and the framed panels: What do you see? What do you think the picture is telling us? Is there meaning in the background? How do you feel about the way the artist illustrated the text? How would you have illustrated the book?

After appropriate discussion, the children will be asked to list things about their own home and life which they would like to remember as they grow older. They will be then given an opportunity to make a collage of pictures depicting a combination of these remembrances. They may draw, cut out pictures, or use words in their depictions. They will be placed on construction paper, discussed, and displayed appropriately.

After discussing visits which students have made to the homes of grandparents or other older relatives, they will be asked to interview an adult family member about their recollections of their early home. Pupils will record (written or taped) their remembrances and report them to the class. They may also be asked to organize their material into an interesting written narrative with appropriate illustrations

Lesson Two

Geography and Population
Subject Matter Areas : Social studies, math.

Objectives : Ability to identify and locate the states and cities in which there is a relatively high Latino/Hispanic American population.

Increased understanding of the factors influencing the location of Latino/Hispanic American population.
Ability to develop a representative bar and picture graph.
Develop a basic understanding of percent.

Vocabulary : Population, percentage, bar graph, picture graph.

Procedure : In September, most third graders come into class with little concept of city, state, and country location and the factors which differentiate these units. This is something which is gradually developed throughout the year. By focusing on Latino/Hispanic Americans, this unit provides an excellent opportunity to help in developing these goals in a meaningful manner.

As different cities, states, and countries are encountered through various activities, they will be located on appropriate maps. As pupil understanding of location grows, the group will investigate population figures in order to discover the United States cities and states with the highest number of Latino/Hispanic Americans. These cities and states will be labeled on a group map and on individual maps held by each pupil. Discussion will speculate on the reasons for the present configurations. These factors would include: the geographic location, the availability of jobs, location of relatives, and the security offered by an existing Latino/Hispanic population.

Since many references present Latino/Hispanic American population in the form of percentages, pupils will need to acquire a basic understanding of this concept. The same is true concerning the ability to read bar and picture graphs. All of this knowledge can be developed through material presented in the systems math program.

When this understanding is achieved, pupils will be able to convert totals and percentages into graphic representations. With younger students the teacher will probably have to give considerable assistance in breaking down larger numbers which the students will then be able to depict graphically. Resulting graphs will then be shared, discussed, and displayed. Since population figures constantly change, the teacher needs to periodically update figures. In a "page" devoted to "Hispanic Americans", which the New Haven Register published on September 25, 1994, the percentage of Latino/Hispanic population in each state where that population is higher than the national average is listed along with the ten United States cities with the largest Latino/Hispanic populations. Similar facts may be found in some of the references listed in the bibliography.

Lesson Three

Spanish Words in English
Subject Matter Areas : Reading, vocabulary development, social studies.

Vocabulary : See list at conclusion of lesson.

Objectives :

Increase the range of each student's vocabulary.
Allow students to understand the Spanish origins of many words which have become a normal part of the English language.
Develop the ability to use these words in written and oral context.
Increase pupils' understanding of Latino/Hispanic history and influence through examining these words.

Procedure : As has been mentioned, though many authors of Latino/Hispanic American literature for children have written their stories primarily in English, they frequently insert Spanish words and phrases into the context. Often a Spanish-English glossary is included to aid the non-Spanish speaking reader, but many of these words are so familiar to most readers that a formal definition is not needed. Other words that pupils have and will encounter have become so integrated into the English language that they, and most others, have no idea of their Spanish connection. Directly examining these words and their roots will both increase each pupil's vocabulary range and add to their awareness of one of the ties we all have to Spanish influences.

Two approaches will be used in order to achieve this goal. First, as the class reads or listens to various written material, the teacher will point out words which have Spanish origins and are appropriate to the level of understanding of the class. Words will be defined, either by the teacher, the group, or an individual student. Words will be written on an expanding classroom list, while each pupil will keep a personal booklet containing words and definitions. The teacher will present a more detailed account of the derivation of some words. References such as John Aytos Dictionary of Word Origins contain concise, interesting examinations, of the history behind many of these words. The Oxford English Dictionary is the most complete and authoritative source, 1989 edition.

In the second approach, the teacher will select a few (2-5) words that will be examined during the week. They will be approached in much the same manner, but they will not necessarily be related to something that is currently being read. These words will also be added to the growing list.

As it grows, the list may become the source of "game" type educational activities: Conduct a "bee" in which brief definitions are required instead of, or along with, accurate spelling. Modity this approach by requiring pupils to use the words correctly in context. Have pupils take a group of related words and create an interesting paragraph or brief story. Create and use flashcards with the word and definition of opposite sides.

Here is a small list of suggestions; many more words could be added.

adios	amigo	casa	mosquito	sombrero
loco	junta	hacienda	macho	lariat
canyon	sierra	adobe	cargo	San Francisco
cork	plaza	salsa	mantilla	Colorado
tornado	stampede	potato	alligator	Nevada
taco	hammock	burro	serape	senorita

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