Abie L. Qui–ones-Benítez
The objective of this Unit is to give the students a sense of urgency to search more about Puerto Rican history.
A: I intent to introduce them to a poem by the Puerto Rican writer Sandra Maria Estevez - "It is raining today". (
Boricuas: Influential Puerto Rican writings - An anthology
)
To read the poem we'll tae turns at reading each line and explaining what it means. The reader of each line will explain its meaning out of context. The explanation must contain a statement and a question. For example: If a line says "the ocean shines with truth"; the reader may say that the ocean must be clear and he/she may ask: Does the writer think that oceans can talk or express emotions? On a chart paper we will write statements and questions.
B: A brief history of Puerto Rico can be introduced.
To help students understand in depth the history of Puerto Rico. They should be assigned to a small group and given the task of rotating to instructional settings placed within the classroom or the school library. Each group will have the task to gather information to write a summary that will contain the following information:
Population - In Puerto Rico there are several groups who have integrated.
Location - In relation to the U.S. and other parts of the world.
Ancestry - What ethnic groups are presented?
Where did they come from?
Climate - How is the weather, terrain, etc.
Migration - Where and How?
C. A Class Presentation of the history summary.
Each group will present what they have found out about Puerto Rico and Puertorican. Students can use any props to improve their presentation such as clothing, artifacts, photos and/or drawings. In addition, each student will write a one page composition explaining their understanding of Puerto Rico - its history and its people.
D. A class discussion that will involved going back to the charts with statements and questions and revisiting the poem.
The discussion will follow the reading of the poem by the teacher and then shared reading by class members. We will revisit the charts and try to answer the question and may either student be able to expand on the answer.
E. The class members can create a collage with the questions and answers to be displayed in the hallway. In addition, this can be part of the final exhibit.
