Thematic Unit/ South and Central American Authors
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Introduction
(Two days)
Familiarizing ourselves with South American and Central American literature is a worthwhile endeavor because:
It is a way to experience other cultures without traveling.
Millions of South and Central Americans live in our country today.
South and Central American literature often displays magical realism a device rarely used in traditional American literature.
It will offer students an opportunity to learn history, geography and sociology from literature.
Students should be reminded that this unit is merely a small introduction to a vast amount of literature written by South and Central American authors
(2001-2006). Immigration Demographics. Grantmakers Concerned with Immigrants and Refugees. w ww.gcir.org
Roe, B. D., B. D. Stoodt and P.C. Burns (2004). Secondary school literacy instruction: The content areas, 8th ed. Boston: Houghton Mifflin Company. (pp449-454).
Education Place. (2006).
Power point presentation (appendix A)
Blank geographic maps of South and Central America (appendix B )
Statistical immigration fact sheet (appendix C)
( standards 1 and 4)
Teacher- should be wearing bright colors
After the students are seated pass out the blank maps of South America and Central America and a KWL worksheet. (KWL is appendix D)
Introduce Power Point presentation
For exampleÐ We are going to read a series of literature written by South and Central American poets and authors. Unfortunately we will only get a taste; there is a vast amount of literature that we will not have the time to read. The literature we will sample will be different from the traditional American literature that you have read so far. I am going to show you a series of photos of places located in South America and Central America. I am sure you can name some countries located there. (offer the opportunity for them to call some out) As I show you the photo I will give you the opportunity to guess in what country the photo was taken; I will tell you the correct answer if you do not guess it. Then you will locate the country on the maps you have been given. It is okay if you are wrong this is for you to see how much you know about the geography of this nearby continent.
Pass out maps and KWL chart
Show power point
Offer opportunity to guess/ teacher will give correct country and spelling
Students will try to locate it on the map
At the end of the power point show a corrected map
Offer students the opportunity to talk about how they did
Point out the many bright colors in the slides. Suggests students have some fun by wearing bright colors to school throughout this unit, maybe it will improve their dispositions!
KWL (standard 3)
Explain the KWL chartÐ
Instruct students to write down everything they know about the countries of South and Central America.
Give approx. 5 minutes
Instruct students to write down some things they want to know. Instruct students to complete the two columns and bring it to class tomorrow.
(standards 2,3 and 4 are covered by the following activities for this day)
Teacher- Read highlighted facts from Immigration-Demographic fact sheet.
Inquire if anyone mentioned immigrants on KWL
Discuss KWL
Have students share what types of items are in the Know column.
Have students share what types of items are in the Want to Know column.
Ask where they think they could find the information needed for the Want to Know column.
Ask students if they think they can learn the information for the items in the Want to Know column from reading literature such as poems, short stories and novels. How? Why?
Students will be informed that a portfolio will be created for this unit. All work will be in it. A 1″ binder will be adequate. Portfolios will be graded based on completion. (p 449-454)
Pass out packet of poems ( all poetry will be stapled together as a packet including the autobiographical info of the poets except for the 1st poem —-included as Appendix E)
Read aloud “The X in My Name” by Francisco X. Alarcon
Ask students
What does the speaker imply the X in his name signifies?
Students will interpret poem/answer question in a paragraph.
Students should include any personal experiences they may have had that relates to the feelings expressed in this poem. Finished by next class meeting. This paragraph will be the first item in their portfolio.
Paragraphs will be shared with the class on a voluntary basis. Insights can be discussed as time allows.
Main Resources for Introduction