No-sun finals

Type and print, or neatly hand-write on a separate sheet of paper, your final no-sun story for Tuesday.

Life with no sun story

Use your idea list and story maps to write a fictional story about a life with no sun. Finals must be 4-5 paragraphs. Focus on writing with correct spelling and grammar.

Capitalization worksheet

Finish capitalization worksheet and attach it in your notebook.

All Summer in a Day

Write your own ending to "All Summer in a Day"

Ending must be 3 paragraphs. Use topic sentences and keep it appropriate!

Barrio Boy

1. In 3 sentences, summarize what happens in "Barrio Boy."

2. What does it mean when Galarza says: "It was easy for me to feel that becoming a proud American, as she said we should, did not mean feeling ashamed of being a Mexican."

3. Why is the author scared of his new school at first, how does he adjust?

Final problem/ solution/ fruit significance chart

Make sure your problem/ solution/ fruit significance chart is finished in your notebook, and on a different page, add a section for the final problem and solution. Describe what the main problem is in the book, and how it got resolved throughout the story. Also explain the general importance of fruits and vegetables in the story.

Pam Munoz Ryan

Finish reading the author "Q&A" section at the end of Esperanza. There will be questions about this on your test on Friday, so you will need to read all of it.

Upcoming Esperanza dates

Esperanza Final Test: Friday, April 26th

Esperanza Final project due: Tuesday, April 30th

Compare real life Esperanza to fictional Esperanza

Finish reading the "Author's Note" at the end of Esperanza Rising. Fill out a 3 part chart comparing real life Esperanza to fictional Esperanza and listing their similarities. Use that chart to write a 3 paragraph comparison reflection of the 2 Esperanza's.

Contraction homework

1. Fill out the following chart about contractions:
  Examples of Contractions:

are not = cannot = could not = did not = do not = does not = had not = have not = he is  = he has = he will = he would = here is = I am = I have = I will = I would =

is not = it is = it has = it will = she is = she has = she will = she would = should not = that is = there is = they are = they have = they will = they would = was not =

we are = we have = we will = we would  = were not = what is = where is = who is = who will = *will not = would not = you are = you have = you will = you would = you had =

2. Read Esperanza Rising Project Ideas, and choose your project topic. You may work in groups of 1-3 depending on the level of content your project will contain. We will discuss the project due date in class tomorrow.

Esperanza Rising Final Project

Esperanza Rising Project Ideas

1.      Try making one of these foods from the novel, with a 1 page written reflection describing the recipe and its importance in the novel:
- coconut, lime, and papaya salad
- flour tortillas and salsa
- pepinos (sliced cucumbers with lemon juice sprinkled with chile powder and salt)

2.      Create a yarn doll or crochet a blanket with a 1 page written reflection describing your process of making it and its importance in the novel.

3.      Esperanza Rising play or movie: Must include a printed script, below is a break-down of the major scenes:
- Scene 1: Esperanza's excitement for her birthday celebration is dashed when she learns of her father's death.
- Scene 2: Esperanza and family travel on a train from Mexico to California
-Scene 3: Esperanza's efforts at sweeping bring her public humiliation and earn her the nickname, "Cenicienta" (Cinderella).
- Scene 4: A dust storm threatens the well being of Esperanza's family and leaves her mother sick with Valley Fever.
- Scene 5: The strikers intimidate the farm workers but are soon swept out by La Migra.
- Scene 6: Esperanza discovers that Miguel has run off with her hard-earned money. Miguel eventually returns with Abuelita, restoring Esperanza's hopes for the future.

4.      Write an I AM poem about Esperanza Rising http://home.jps.net/~gailhd/crossing/esperanza/poemformat.htm  using the following as a guideline:
First Stanza
Information and thoughts about Esperanza's life in Mexico
Information and thoughts about Esperanza's family
Information and thoughts about the Mexican Revolution

Second Stanza
Information and thoughts about Esperanza's life in the migrant camp
Information and thoughts about the Great Depression
Information and thoughts about her life as a Mexican farm laborer

Third Stanza
Esperanza's personal setbacks

Her growth as a character

Her sources of strength and encouragement

5.      Write an Esperanza Rising part II, continuing her life 20 years later. 2 pages types.

6.      Draw and reflect on the main characters: Create a character illustration poster including at least 5 main characters, including 1 paragraph per character and drawings of each character.

7.      Setting comparison: Create a poster (or 3d sculpture) with a drawing of Rancho de Las Rosas, Aguascalientes and a drawing of Esperanza’s home in the migrant labor camps. Include 1 paragraph to go with each drawing.

8.      Problem/ Solution rose thorns: Draw or create a large rose with 8 thorns. Identify one problem on each thorn, and describe the solution to that problem. Be descriptive.

9.      Create your own project idea: Be creative and come up with your own idea!

Mobile Lab: Wednesday, April 17th

Watch the brain pop video about contractions and complete the activity that goes along with it. Fill out the following chart in your notebooks:

Examples of Contractions:

are not = cannot = could not = did not = do not = does not = had not = have not = he is  = he has = he will = he would = here is = I am = I have = I will = I would =

is not = it is = it has = it will = she is = she has = she will = she would = should not = that is = there is = they are = they have = they will = they would = was not =

we are = we have = we will = we would  = were not = what is = where is = who is = who will = *will not = would not = you are = you have = you will = you would = you had =

When you finish, discuss your final project idea.

Las Uvas final reflection

Congrats on finishing your third book of the school year!

Answer both questions with 1 paragraph each. Paragraphs must be minimum 5 sentences, starting with a TOPIC SENTENCE!

1. How did the story end, what was the real meaning behind the ending?

2. If you could change one part of the story, what would it be? Describe...

Las Uvas vocabulary

Definitions and sentences:
 p 237: perspiration
p 237: routine
p 237: shorthanded
p 243: uttered
p 243: exclamations
p 251: wilderness

Interview with Esperanza

For tomorrow, bring in your 10-12 question interview with Esperanza. Your interview needs to have well-thought questions as well as answers that are minimum 2 sentences each. We will be performing interviews tomorrow in class, so you must have the final printed version ready for class.

Mobile Lab: Wednesday, April 10th

An Interview With Esperanza Ortega, Migrant Farm Worker 

GOAL: What was the migrant camp experience like for Esperanza and the thousands of real Mexican farm laborers who crossed the border in the 1930's? Your task is to research, develop, and present a "live" interview with Esperanza Ortega. The purpose of your interview is give your audience an understanding of the day-to-day challenges faced by Mexican migrants. Your interview must include 10 well-developed questions and answers.

To draw inspiration for your interview, listen to the taped interviews of Jose Flores and Augustus Martinez, two Mexican migrant workers interviewed in the 1930's. Esperanza Ortega is a "somewhat fictional character" (author Pam Munoz Ryan created Esperanza from her recollections of stories her grandmother told her about her own migration from Mexico to the fields of California). Jose Flores and Augustus Martinez, however, are real characters who labored as migrant farm-workers during the 1930's, just like Esperanza. Their interviews are now online at the Library of Congress's Voices of the Dust Bowl Collection: Interviews with Jose Flores and Augustus Martinez.

Los Duraznos PART I (214-229)

Vocabulary: Define and write a sentence with each word (you probably completed this in class)
p. 214: promising
p. 215: regardless
p. 222: confident
p. 231: homecoming
p. 231: recline

Questions:
1. Why did Miguel dig ditches at work instead of work on the railroads?
2. What special privileges were the Oklahoman's given and why?
3. Describe how Esperanza felt about the U.S.A. versus how Miguel felt? Which side would you be on in the argument? Explain...
4. Why did Isabel not win the Queen of May; and what did Esperanza do to make her feel better after losing?

Immigrant Strikers Newspaper Article

Use the information in "Los Esparragos" to write an article pretending to be a journalist from the year 1931. You are informing the public about what has been happening with the strikes at the labor camps. Remember, the readers are hearing about this for the first time, so you have to be specific and use detailed topic sentences. Write your article in the present tense, pretending that the strike is currently happening.

Title: "Immigrant Strikers at Labor Camps" (or you may think of your own creative title)

Your article must include:
- Topic sentences
- Why the strikers are striking
- What the strikers are doing
- "Voluntary" Deportation/ sending U.S. citizens to Mexico for the first time
- Separation from families
- Minimum 2 paragraphs

Los Esparragos PART I (pg 199-210)

1. Why did Esperanza feel conflicted when it came to the strikers?

2. Give 3 examples of the strikers hurting other people to show support for their cause...

3. What were the main reasons the strikers were striking?

4. Who did Esperanza find hiding from "La Migra", and what did she do to help her? Would you have done the same thing?

5. What is "voluntary deportation"? Is the deportation in this chapter really voluntary? Explain...

Literature homework

Finish today's mobile lab activity (see below) for homework