The Circuit Lesson Plan

Lesson Plans Novel The Circuit Introduction: The following is a two-week unit based off the novel, The Circuit, written by Dr. Francisco Jimenez. The Circuit is a series of autobiographical stories intertwined to reveal the travels and lessons of a migrant family in California. The book tells of the move from Guadalajara, Mexico to Guadalupe, California, and then the travels to earn money to survive as a family that grows from four to ten. At the end of the unit, the student will be asked to write an autobiographical piece. The lesson contains several suggestions for opening and visual activities. Also laid out are the daily reading, writing mini-lesson, key question(s), key paragraph, and daily prompt. Students will need The Circuit, Write Ahead, writing journal/notebook, and material outlined on the first day under explore (if the instructor chooses to use the suggested activities). At the end of the lesson, you will find a Spanish to English translations for The Circuit along with the Final Assignment. Lesson Plan for Week 1 Day 1 Novel The Circuit Standards Focus: Sequence, Significance, Specific Places PREPARE 1. Background knowledge necessary for today’s reading Where is Guadalajara, Mexico? Where is Mexicali, Mexico? Note: The background knowledge for The Circuit is tied into the suggested activity. The questions can be used alone as they tie into the reading for the day or with the suggested activity in section 7 (Explore). 2. Word Wall Introduce 5 important, useful words from today’s reading La Frontera Water Well Gray Wire Barricade Tent Labor Camp Foreman •show, say, explain, expand, explode or buzz about the word briefly •show, say and define the word quickly and add to the word wall READ 3. Review the Timeline (not applicable on Day 1) Start at the beginning and review the story so far •mention the setting and main character •point to each timeline item as you quickly review it 4. Read today’s story selection Under the Wire pp. 1-8 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Guadalajara, Mexico – several miles north characters Papa Mama Roberto Francisco Fito Papa Mama Roberto Francisco Papa Mama Roberto Francisco Papa Mama Roberto Francisco Woman Driver Lupe Gordillo Foreman Conductor pages 1-2 The train 2-4 Mexicali, Mexico 4-5 Guadalupe, CA 5-8 RESPOND 5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline •discuss the story to fix the facts: who, what, when, where, why •decide on the 3-5 most important events and add these to the timeline Students might mention: •After supper when Papa announced they would cross La frontera to California. •The train ride from Guadalajara, Mexico to Mexicali. •The night going under the fence and the ride to the tent labor camp. • The noon train. When the conductor dropped the bag of fruit and candy to Roberto and Francisco. 6. Add new information to ongoing whole class projects posted on the wall. •new character information can be added to an Open Mind Portrait •an answer can be added to a question from the KWL Chart •a new location or change can be added to the map EXPLORE 7. Explore today’s story with visual and oral language activities One possible activity: Note: Objectives of the suggested activity: • is to place the students in the travel of the Jimenez family throughout the novel • introduce and build researching locations and distances • allow students to work with classmates to build social skills and allow for a creative outlet Introduction: Students will team with one or two classmates to develop map showing the Jimenez family travels throughout the novel. The groups will use the internet (or other resource if the teacher prefers) to research States, cities, and distances using the suggested links or ones determined by the instructor. Each day the group will add to their own map, with the end product a 3x5 foot map ( or size to be determined by instructor). Background Knowledge: • use of the internet • map reading • use a distance scale – the miles will be provided by map quest or other search engine, but students will need an introduction as to drawing a map to scale. Materials: • Butcher paper or 3x5 poster board (Instructor can determine size) • rulers/yard stick • colored pencil/lead pencils • access to internet or map resources Activity: • divide students into groups of 2 or 3 • introduce the activity • hand out materials Week 1, Day 1 Students will use the following links to find Guadalajara, Mexico and read about Mexico. http://plasma.nationalgeographic.com/mapmachine Click on Country profiles, explore the World Scroll down to North America, click on Mexico Read the country profile Click on Printable Outline Map Select Mexico and leave second dropdown bar blank for all of Mexico Click Enlarge Students will then determine the distance between Guadalajara and Mexicali. The map activity begins with them drawing Mexico. Then have them place Guadalajara and Mexicali in the correct spots on their map. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader’s Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD pages 19-20 and 83-84 Student Activity: After students have read pages 19-20, have the student answer the following questions. 1. How many main traits are there in the best essays, stories, and reports? Match the following traits with the correct description. Place the letter of the correct description on the line next to the trait. 1. Stimulating Ideas ____ a. Good writing contains all the right words in all the right places. It includes vivid action verbs, specific nouns, and colorful modifiers. b. In the best writing, you can hear the writer’s personal voice. Voice is the special way a writer expressed his or her ideas. Writing that has voice shows that a writer really cares about his or her topic. c. Good writing follows the rules for punctuation, mechanics, usage, and spelling. It is carefully edited to make sure that it is accurate and easy to follow. d. Good writing has a clearly developed beginning, middle, and ending. The overall organization effectively holds the writing together and makes it easy to follow. e. Effective writing presents plenty of interesting information. It holds a reader’s attention from start to finish and shows that the writer knows a lot about his or her topic. f. Effective writing flows from sentence to sentence, but it isn’t predictable. Sentences vary in length and begin in different ways. Smooth-reading sentences give writing a pleasing rhythm. 2.Effective Sentence style ____ 3. Logical Organization _____ 4. Engaging Voice _____ 5. Original Word Choice _____ 6. Correct, Accurate Copy _____ Student Activity: After reviewing pages 83 and 84 in Write Ahead, have the student answer the following and then underline the part of the sentence discussed in the question in the example that proceed it. 1. The subject is the part of the sentence that ______ __________ or is _________ ___________. a. Roberto was quiet. 2. The predicate is the part of the sentence that _________ _____________about the subject. a. I think the train comes from California. 3. There are two kinds of predicates: The _________ _____________ that includes the verb along with words that modify the verb; and the ____________ ____________ that is the single word that says something about the subject – shows action or links it to the rest of the sentence. a. Francisco liked the train. b. Francisco and Roberto played games on the railroad tracks. 4. The two main types of verbs are: ___________ and ___________ verbs. When a sentence has more than one simple subject or predicate, it is said to have ___________ ____________ and ______________. a. Francisco and Roberto played games on the railroad tracks. b. Francisco ate and read on the train. 9. Explore today’s reading Key Questions What do you remember from your early years? Have you heard stories from when you were a baby? Did you ever travel from one city to another, or have you remained in the same city all your life? If you did move, what do you remember most from the experience? Key Paragraph “La frontera is a word I often heard when I was a child living in El Rancho Blanco, a small village nestled on barren, dry hills several miles north of Guadalajara, Mexico. I heard it for the first time back in the late 1940’s when Papa and Mama told me and Roberto, my older brother, that someday we would take a long trip north, cross la frontera, enter California, and leave our poverty behind.” EXTEND 10. Prompt every student to write a short product tied to today’s reading Francisco was four years-old at the time of this event. What do you recall from that age? Everybody has a beginning; a time when they have vivid memories or feelings. What is your beginning? Write a paragraph of where you were born and what you remember from that time. If you don’t remember anything, use details from what you have learned from family or friends to share your beginnings like Mr. Jimenez did from Under the Wire. 11. Close with a short summary Extend the reading to the student’s lives or to the world Lesson Plan for Week 1 Day 2 Novel The Circuit Standards Focus: Sensory Details, Interior Monologue, Feelings PREPARE 1. Background knowledge necessary for today’s reading Where is Mexicali, Mexico? Where is Guadalupe, CA? How far is it from the southern border of California to Guadalupe, CA? use with suggested activity 2. Word Wall Introduce 5 important, useful words from today’s reading Cotton Sack Cotton Boll Shells’ sharp prongs Soiling himself Ashamed •show, say, explain, expand, explode or buzz about the word briefly •show, say and define the word quickly and add to the word wall READ 3. Review the Timeline Start at the beginning and review the story so far •mention the setting and main character •point to each timeline item as you quickly review it 4. Read today’s story selection: Soledad pgs. 9-13 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Cotton Field characters Papa Mama Roberto Francisco Trampita Papa Mama Roberto Francisco Trampita Papa Mama Roberto Francisco Trampita pages 9-10 Lunch 10 Cotton Field 10-13 RESPOND 5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline •discuss the story to fix the facts: who, what, when, where, why •decide on the 3-5 most important events and add these to the timeline Students might mention • Papa, Mama, and Roberto went into the fields, leaving Francisco to watch his brother Trampita. • At lunch, Papa wanted to eat quickly; while Roberto and Francisco wanted lunch to last longer. • Francisco picking cotton in the fields for the first time. • When Papa, Mama, and Roberto came back from the fields. 6. Add new information to ongoing whole class projects posted on the wall. •new character information can be added to an Open Mind Portrait •an answer can be added to a question from the KWL Chart •a new location or change can be added to the map EXPLORE 7. Explore today’s story with visual and oral language activities One possible activity: See Week 1, Day 1 for full instructions. 1. Students will use the following links to find Mexicali, Mexico. http://plasma.nationalgeographic.com/mapmachine Click on Country profiles, explore the World Scroll down to North America, click on Mexico Read the country profile Click on Printable Outline Map Select Mexico and leave second dropdown bar blank for all of Mexico Click Enlarge 2. Students will then determine where Guadalupe, CA is located and the distance from California’s southern border to Guadalupe, CA using the following link: www.mapquest.com 3. The map activity continues with the groups adding the journey from the border to Guadalupe, CA. Important: Student should use different colors for every journey line. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader’s Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 21 and 86 Student Activity: Read the example given for stimulating ideas on page 21 with the class. Then, using Soledad from The Circuit, have the student identify a paragraph that shows the trait stimulating ideas. Student Activity: Using page 86 from Write Ahead, have the student answer the following: 1. A sentence fragment does not express a complete idea. it is missing one or more important parts. Correct the following: a. Had not picked as much cotton as wanted. ______________________________________________________________ b. I quietly over to the row nearest the car and cotton for the first time. ______________________________________________________________ 2. A run-on sentence is two sentence without punctuation or without a connecting word ( and, but, or). Correct the following: a. I had not picked as much cotton as I had wanted to the pile was only about two feet high. ______________________________________________________________ ______________________________________________________________ 3. A comma slice is an error made by joining two sentences with a comma instead of a conjunction, a period, or a semicolon. Correct the following: a. The woman drove all night, at dawn we reached a tent labor camp on the outskirts of Guadalupe, a small town on the coast. ______________________________________________________________ ______________________________________________________________ __________ 4. A rambling sentence happens when you put too many little sentences together with the word and. Correct the following: a. We walked along the wire wall until Papa spotted a small hole underneath the fence and papa got on his knees and, with his hands, made the opening larger and we all crawled through like snakes and a few minutes later we were picked up by a woman whom Papa had contacted in Mexicali. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ _________________________ 9. Explore today’s reading Key Questions Responsibility is the active side of morality: Doing what I should do, doing what I say I will do, doing what is best for everybody; especially doing the one thing I should be doing right now. Given the above definition/description of responsibility, was Francisco doing what he should have been doing on page 11? Key Paragraph “Si, Papa,” I answered timidly. I was hurt and confused. Seeking comfort, I walked over to Roberto and whispered, “Someday, I will get to pick cotton with you, Papa, and Mama. then I won’t be left alone.” Roberto put his arm around me and nodded his head. EXTEND 10. Prompt every student to write a short product tied to today’s reading Write about a time in your life that you wanted to do something, but where told you were too young? In the paragraph, tell of the event, but also explain how the event made you feel and what you learned from it. 11. Close with a short summary Extend the reading to the student’s lives or to the world Lesson Plan for Week 1 Day 3 Novel The Circuit Standards Focus: Sequence, Sensory Details, Specific Places, Feelings PREPARE 1. Background knowledge necessary for today’s reading What is the life cycle for a caterpillar? and Where is Santa Maria, CA? How far is it from Guadalupe, CA? Use with suggested activity 2. Word Wall Introduce 5 important, useful words from today’s reading Anxious Tent City Suspenders Furrows Cocoon •show, say, explain, expand, explode or buzz about the word briefly •show, say and define the word quickly and add to the word wall READ 3. Review the Timeline Start at the beginning and review the story so far •mention the setting and main character •point to each timeline item as you quickly review it 4. Read today’s story selection: Inside Out pgs. 14-26 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Home in Tent City Characters Mama Roberto Francisco Roberto Francisco Roberto Francisco Mr.Sims Miss Scalapino Curtis Arthur Curtis Francisco Mr. Sims Miss Scalapino Arthur Mama Papa Roberto Francisco Francisco Miss Scalapino Curtis Arthur 15-21 pages 14-15 School Bus Main Street School School Playground 21-23 Home in Tent City 23-24 Main Street School 24-26 RESPOND 5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline •discuss the story to fix the facts: who, what, when, where, why •decide on the 3-5 most important events and add these to the timeline Students might mention • The school bus ride • The first day at school, in the office, in the classroom • On the playground when Mr. Sims gave Francisco the jacket • The fight on the playground • When Francisco gave the picture to Curtis 6. Add new information to ongoing whole class projects posted on the wall. •new character information can be added to an Open Mind Portrait •an answer can be added to a question from the KWL Chart •a new location or change can be added to the map EXPLORE 7. Explore today’s story with visual and oral language activities One possible activity: Continued from Day 1 1. Students will then determine where Santa Maria, CA is located and the distance from Guadalupe, CA to Santa Maria using the following link: www.mapquest.com 2. The map activity continues with the groups adding the journey from Guadalupe, CA to Santa Maria, CA. Important: Student should use different colors for every journey line. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader’s Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 21 and 87. Student Activity: Read the example given for Logical Organization on page 21 with the class. Then, using Inside Out from The Circuit, have the student identify a paragraph that shows the trait logical organization. Student Activity: Sentence Agreement. After reviewing page 87, sentence agreement, have the student correct the following sentences: 1. One Subject: in most basic sentences, a single subject is followed by the verb. Correct the following: a. Francisco travel/travels to school by bus. _____________________________________________________ b. Francisco’s grandparents live/lives in Mexico. _____________________________________________________ 2. Compound Subjects connected by AND: If a sentence contains a compound subject connected by and, it needs a plural verb. a. Francisco and Roberto travel/travels to school by bus. ______________________________________________________ b. Mama and Papa like/likes to eat as a family. _______________________________________________________ 3. Compound Subjects connected by OR: If a sentence has a connected by or, the verb must agree in number with the subject nearer to it. a. His parents or Francisco baby-sit/baby-sits for Trampita. _______________________________________________________ b. Francisco or his parents baby-sit/baby-sits for Trampita. _______________________________________________________ Check for Understanding: Have the student write 6 sentences applying the rules learned in this lesson. 9. Explore today’s reading Key Questions In attempting to help Francisco, Mr. Sims created a problem for him. Did Mr. Sims do the right thing? How could have Curtis handled the situation differently so the fight could have been avoided? Key Paragraph p.16 “Mr. Sims walked me to my classroom. I liked it as soon as I saw it because, unlike our tent, it had wooden floors, electric lights, and heat. It felt cozy. he introduced me to my teacher, Miss Scalapino, who smiled, repeating my name, “Francisco.” it was the only word I understood the whole time she and the principal talked. They repeated it each time they glanced at me. After he left, she showed me to my desk, which was at the end of the row of desks closest to the window. there were no other kids in the room yet.” EXTEND 10. Prompt every student to write a short product tied to today’s reading Snapshot: Think back to your first day of school and tell the reader the story of what happened on that day. 11. Close with a short summary Extend the reading to the student’s lives or to the world Lesson Plan for Week 1 Day 4 Novel The Circuit Standards Focus: Movements, Feelings, Interior Monologue PREPARE 1. Background knowledge necessary for today’s reading Where is Santa Maria? How far is it from Corcoran, CA? Use with Suggested Activity 2. Word Wall Introduce 5 important, useful words from today’s reading Hysterically Feigned Hesitantly Stench Burlap •show, say, explain, expand, explode or buzz about the word briefly •show, say and define the word quickly and add to the word wall READ 3. Review the Timeline Start at the beginning and review the story so far •mention the setting and main character •point to each timeline item as you quickly review it 4. Read today’s story selection The Miracle in Tent City pgs. 27-44 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Tent City, Santa Maria, CA City Dump, Santa Maria, CA Tent City, Santa Maria, CA Hospital Characters Mama, Papa, Roberto, Francisco, Trampita Roberto, Francisco Mama, Papa, Roberto, Francisco, Trampita, Juan Manual (Torito), Miss Scalapino, Dona Maria Papa, Mama, Juan Manual (Torito) pages 27-29 29-30 30-44 37-44 RESPOND 5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline •discuss the story to fix the facts: who, what, when, where, why •decide on the 3-5 most important events and add these to the timeline Students might mention Moving to Santa Maria The City Dump The Hospital 6. Add new information to ongoing whole class projects posted on the wall. •new character information can be added to an Open Mind Portrait •an answer can be added to a question from the KWL Chart •a new location or change can be added to the map EXPLORE 7. Explore today’s story with visual and oral language activities One possible activity: Continued 1. Students will then determine where Corcoran, CA is located and the distance from Santa Maria, CA to Corcoran, CA using the following link: www.mapquest.com 3. The map activity continues with the groups adding the journey from Santa Maria, Ca to Corcoran, CA. Important: Student should use different colors for every journey line. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader’s Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 22 and 88 Student Activity: Read the example given for Engaging Voice on page 22 with the class. Then, using Miracle in Tent City from The Circuit, have the student identify a paragraph that shows the trait engaging voice. Student Activity: Sentence Agreement. After reviewing page 88, sentence agreement, have the student correct the following sentences: 1. Unusual Word Order: When the subject is separated from the verb by words or phrases, check carefully to see that the subject agrees with the verb. a. Francisco, along with his family. work/works in the fields. b. A group of workers pick/picks cotton in the sweltering heat. c. The Jimenez’s, a new family, is/are from Jalisco, Mexico. d. From the tent come/comes a loud cry. e. From the tent come/comes two loud screams. f. Has/Have your parents returned from the hospital? g. Has/Have your brother returned from the hospital? 2. Infinite Pronouns: Use a singular verb with the indefinite pronouns listed on page 88. Remember that some indefinite pronouns can be singular or plural. You must study the words that come between the subject and verb to decide. a. Nobody like/likes to work in the fields when it is a 100 degrees. b. Everybody in the family was/were praying for Torito to come home. c. Most of Francisco’s friends live/lived in the labor camp. Check for Understanding: Have the student write 4 sentences applying the rules learned in this lesson. 9. Explore today’s reading Key Questions The story, “Miracle in Tent City”, tells of the faith of Francisco’s parent. This faith allows them to keep hope when the hospital tells them that their son will die. Define faith? Can/Does faith helps people endure hardship? What kind of faith do you see around you? Key Paragraph p. 44 “I have something to tell you,” Mama said teary-eyed as she took off his cloak. “When we took Torito to the hospital, the doctor told us my son would die because we had waited too long to take him there. He said it would take a miracle for him to live. I didn’t want to believe him,” she continued, gaining strength as she talked. ‘But he was right. It took a miracle.” EXTEND 10. Prompt every student to write a short product tied to today’s reading Snapshot: Faith takes many forms – faith in one’s self, faith in others, etc. Identify a time in your life when faith played an important role. Write a paragraph telling the reading about what happened and what you learned from the experience. 11. Close with a short summary Extend the reading to the student’s lives or to the world Lesson Plan for Week 1 Day 5 Novel The Circuit Standards Focus: Specific Places, Sensory Details, Movements PREPARE 1. Background knowledge necessary for today’s reading Where is Corcoran,CA? How far is it from Fowler, CA? 2. Word Wall Introduce 5 important, useful words from today’s reading Migrant Worker Secondhand Store Weatherworn Rancher Army Settlement Camp •show, say, explain, expand, explode or buzz about the word briefly •show, say and define the word quickly and add to the word wall READ 3. Review the Timeline Start at the beginning and review the story so far •mention the setting and main character •point to each timeline item as you quickly review it 4. Read today’s story selection: El Angel de Oro pgs. 46-50 Christmas Gift pgs. 51-56 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Labor Camp, Corcoran, Ca School in Corcoran Characters Papa, Mama, Roberto, Francisco Francisco, Miguelito pages 45-46 46-47 Labor Camp, Corcoran, Ca Labor Camp close to Corcoran, CA Francisco, Miguelito Papa, Mama, Roberto, Francisco, Trampita, Torito, Ruben, Husband and Wife 47-51 51-56 RESPOND 5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline •discuss the story to fix the facts: who, what, when, where, why •decide on the 3-5 most important events and add these to the timeline Students might mention Labor Camp in Corcoran, CA. Cabin New school Creek Labor Camp in Corcoran, CA. Tent 6. Add new information to ongoing whole class projects posted on the wall. •new character information can be added to an Open Mind Portrait •an answer can be added to a question from the KWL Chart •a new location or change can be added to the map EXPLORE 7. Explore today’s story with visual and oral language activities One possible activity: Continued 1. Students will then determine where Fowler, CA is located and the distance from Fowler, CA to Corcoran, CA using the following link: www.mapquest.com 3. The map activity continues with the groups adding the journey from Fowler, CA to Corcoran, CA. Important: Student should use different colors for every journey line. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader’s Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 22 and 89 Student Activity: Read the example given for Original Word Choice on page 22 with the class. Then, using Christmas gift or El Angel de Oro from The Circuit, have the student identify a paragraph that shows the trait Original Word Choice. Student Activity: Sentence Problems. After reviewing page 89, sentence problems, have the student correct the following sentences: 1. Wordy Sentences: Check for words that repeat what the writer has said, and re-write the sentence using the rule regarding wordy sentences. a. Francisco picked up the fish from the water in the puddle to move it into a can of water to carry the fish in water to his neighbor’s cabin. __________________________________________________________ __________________________________________________________ 2. Pronoun-Antecedent Agreement: Make sure the pronouns in your sentences agree with their antecedents. a. The Jimenez family listened to the couple, and they/he decided not to buy anything. b. Everyone wanted to open his or her/their present first. c. The student council members listened to the president, and then they/he or she asked questions. Check for Understanding: Have the student write 6 sentences applying the rules learned in this lesson. 9. Explore today’s reading Key Questions In the “Christmas Gift”, the Jimenez family meets a couple that seemed poorer than they are. Does anyone in the Jimenez family help the couple? How? Key Paragraph “I picked up one last, small dying fish and took it to our next door neighbor who owned the goldfish. I knocked and knocked on the door until my hand hurt. No one was home. I placed the coffee can on the front steps and peered inside. The little gray fish looked up at me, rapidly opening and closing its mouth.” EXTEND 10. Prompt every student to write a short product tied to today’s reading There is a story about an individual tossing starfish back into the sea. It can be found a variety of places. Two links are: www.muttcats.com/starfish.htm www.members.aol.com/Cuttyhunk/Rose.html In the story, the writer tells about making a difference. Students will discuss the story of the starfish, and then identify a time they made a difference in someone’s life, or a time when someone made a difference in their life. Snapshot; Write in a paragraph telling the reader about the time in your life when you made a difference, or when someone made a difference in your life. 11. Close with a short summary Extend the reading to the student’s lives or to the world Lesson Plan for Week 2 Day 1 Novel The Circuit Standards Focus: Significance, Specific Places, Feelings, Movement PREPARE 1. Background knowledge necessary for today’s reading Where is Fresno, CA? How far to Corcoran, Ca? use with suggested activity 2. Word Wall Introduce 10 important, useful words from today’s reading Dilapidated Cotton Sack Pastime Cotton bolls Shrieking Compacting Vibrate Cotton trailer Irritate Harvested •show, say, explain, expand, explode or buzz about the word briefly •show, say and define the word quickly and add to the word wall READ 3. Review the Timeline Start at the beginning and review the story so far •mention the setting and main character •point to each timeline item as you quickly review it 4. Read today’s story selection: Death Forgiven pgs. 57-60 Cotton Sack pgs. 61-72 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting characters Jacobson Vineyards Papa, Mama, Roberto, Francisco, in Fresno, CA Trampita, Torito, Ruben, Don Pacho, Chico, Pilar, El Perico, Catarina Corcoran, CA Cabin pages 57-60 Papa, Mama, Roberto, Francisco, 61-72 Trampita, Torito, Ruben, Rorra, Foreman Papa, Mama, Roberto, Francisco, Trampita, Torito, Ruben, Rorra, 61-67 Fields Cabin Papa, Mama, Roberto, Francisco, 67-69 Trampita, Torito, Ruben, Rorra, Foreman Papa, Mama, Roberto, Francisco, 69-72 Trampita, Torito, Ruben, Rorra, RESPOND 5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline •discuss the story to fix the facts: who, what, when, where, why •decide on the 3-5 most important events and add these to the timeline Students might mention Jacobson Vineyards in Fresno, CA The garage in Fresno Cabin in Corcoran, CA The fields in Corcoran, CA 6. Add new information to ongoing whole class projects posted on the wall. •new character information can be added to an Open Mind Portrait •an answer can be added to a question from the KWL Chart •a new location or change can be added to the map EXPLORE 7. Explore today’s story with visual and oral language activities One possible activity: Continued 1. Students will then determine where Fresno, CA is located and the distance from Corcoran, CA to Fresno, CA using the following link: www.mapquest.com 3. The map activity continues with the groups adding the journey from Corcoran, CA to Fresno, CA Important: Student should use different colors for every journey line. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader’s Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 23 and 90 Student Activity: Read the example given for Effective Sentence Style on page 23 with the class. Then, using Death Forgiven and Cotton Sack from The Circuit, have the student identify a paragraph that shows the trait Effective Sentence Style. Student Activity: Sentence Problems. After reviewing page 90, sentence problems, have the student correct the following sentences: 1. Pronoun Shift: Make sure the pronouns in the sentences below agree in person (first, second, or third) with the noun it replaces. a. After the Francisco’s parrot died, he/they were very upset and prayed for his/their father. b. When the family heard of the death, they/he were/was very upset and prayed for his/their father. 2. Double Negative: Cross out the one of the negative to make the sentence correct. a. Francisco was so cold he couldn’t hardly feel his hands. b. Francisco didn’t want no one to know what he did to warm his hands. 3. Confusing OF and HAVE: Circle the correct word in the sentences below. a. Francisco should of/have stayed at the fire because it was so cold. b. If Catarina came over to the cabin, then El Perico would have/of been happy. 4. Misplaced modifiers: Make sure your modifiers are close to the words they describe. Make corrections to the following sentences. a. After working in the fields all day, Rorra met with Papa. ________________________________________________________ b. Trampita watched in the car with Torito, Ruben, and Rorra. ________________________________________________________ Check for Understanding: Have the student write 8 sentences applying the rules learned in this lesson. 9. Explore today’s reading Key Questions Why do you think the contrastista told the Jimenez family could stay until the second picking? Did the offer have anything to do with the work they did? Or do you think the owner was just being nice? Discuss the value of hard work and the rewards that can be had from doing your best. Key Paragraph “I, and the rest of my family, grew to love El Perico. I spent hours teaching him how to say “periquito bonito.” His favorite pastime was walking back and forth across a thin, long wire that my mother sometimes used for hanging our clothes to dry…” EXTEND 10. Prompt every student to write a short product tied to today’s reading Snapshot: Recall a favorite pet or pastime. Once identified, tell a story about either the pet or the pastime in a paragraph. 11. Close with a short summary Extend the reading to the student’s lives or to the world Lesson Plan for Week 2 Day 2 Novel The Circuit Standards Focus: Significance, Sensory Details, Interior Monologue PREPARE 1. Background knowledge necessary for today’s reading Papa bought the car in Santa Rosa. Where is Santa Rosa, CA located and where is it in relation to Santa Maria? use with suggested activity 2. Word Wall Introduce 5 important, useful words from today’s reading Sharecropper Jalopy Galvanized pot Termites Instinctively •show, say, explain, expand, explode or buzz about the word briefly •show, say and define the word quickly and add to the word wall READ 3. Review the Timeline Start at the beginning and review the story so far •mention the setting and main character •point to each timeline item as you quickly review it 4. Read today’s story selection: The Circuit pgs. 73-83 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Labor Camp – Santa Maria Fresno, CA characters Papa, Mama, Roberto, Francisco, Trampita, Torito, Ruben, Rorra, Ito Papa, Mama, Roberto, Francisco, Trampita, Torito, Ruben, Rorra, Mr. Sullivan Francisco, Mr. Lima pages 73-76 76-81 School in Fresno 81-83 RESPOND 5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline •discuss the story to fix the facts: who, what, when, where, why •decide on the 3-5 most important events and add these to the timeline Students might mention • The strawberry fields • The garage • School bus • Mr. Lima’s classroom • The music room 6. Add new information to ongoing whole class projects posted on the wall. •new character information can be added to an Open Mind Portrait •an answer can be added to a question from the KWL Chart •a new location or change can be added to the map EXPLORE 7. Explore today’s story with visual and oral language activities One possible activity: Continued 1. Students will then determine where Santa Rosa, CA is located and the distance from Santa Rosa, CA to Santa Maria, CA using the following link: www.mapquest.com 3. The map activity continues with the groups adding the journey from Santa Rosa, CA to Santa Maria, CA Important: Student should use different colors for every journey line. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader’s Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 23 and 91 Student Activity: Read the example given for Correct, Accurate Copy on page 23 with the class. Then, using any part of The Circuit, have the student identify a paragraph that shows the trait Correct, Accurate Copy. Student Activity: Combining Sentences. After reviewing page 91, combining sentences, have the student combine the following sentences: 1. Combine the following: a. Papa wants to buy a car. b. He wants a car that runs well. c. He wants a car for a good price. __________________________________________________________ __________________________________________________________ _________________________________________________________ 2. Combine the following; a. Francisco loves Mama. b. He also loves his Papa. c. He also loves his bother and sisters. __________________________________________________________ __________________________________________________________ __________________________________________________________ Check for Understanding: Have the student write three short sentences that can be combined into one. 9. Explore today’s reading Key Questions Why do you think Jimenez named the above chapter The Circuit? It is also the name of the book, what correlation can you make from the theme of the book and the chapter? What is young Francisco referring to in the title The Circuit? Key Paragraph “For the rest of the month I spent my lunch hours working on English with Mr. Lema, my best friend at school.” EXTEND 10. Prompt every student to write a short product tied to today’s reading Snapshot: Francisco states that Mr. Lema was his best friend at the school in Fresno. Mr. Lema seems to understand Francisco as he did not make him read on page 82. But like a friend, Mr. Lema did want Francisco to grow as a reader, and thus helped Francisco at lunch improve his reading. Identify someone close to you, someone you would consider a best friend. Write a paragraph about a time when that person challenged you to improve. Tell about the event and what you took from it. 11. Close with a short summary Extend the reading to the student’s lives or to the world Lesson Plan for Week 2 Day 3 Novel The Circuit Standards Focus: Significance, Specific Places, Feelings, Interior Monologue PREPARE 1. Background knowledge necessary for today’s reading Where is Morelos, Mexico? How far is it from Jalisco? use with suggested activity 2. Word Wall Introduce 5 important, useful words from today’s reading Ripe Furrows Oxen Barrack Swaggered •show, say, explain, expand, explode or buzz about the word briefly •show, say and define the word quickly and add to the word wall READ 3. Review the Timeline Start at the beginning and review the story so far •mention the setting and main character •point to each timeline item as you quickly review it 4. Read today’s story selection: Learning the Game pgs. 84-95 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting School School Bus Labor Camp, Santa Maria Fields, Santa Maria Labor Camp, Santa Maria Fields, Santa Maria Labor Camp, Santa Maria Fields, Santa Maria Labor Camp, Santa Maria characters Francisco, Miss Logan Francisco Francisco, Carlos, Trampita, Torito, Ruben, Manuelito, Roberto, Papa, Roberto, Francisco, Ito, Mr. Diaz, Gabriel Francisco, Carlos Papa, Roberto, Francisco, Ito, Mr. Diaz, Gabriel, the contratista Francisco, Carlos, Trampita, Torito, Ruben, Manuelito Papa, Roberto, Francisco, Ito, Mr. Diaz, Gabriel Francisco, Carlos, Trampita, Torito, Ruben, Manuelito Pages 84 84-85 85-87 87-90 90 90-92 93-94 94-95 95 RESPOND 5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline •discuss the story to fix the facts: who, what, when, where, why •decide on the 3-5 most important events and add these to the timeline Students might mention • The last day of school • The labor Camp – more specifically kick-the-can game •The fields where Gabriel and Francisco were working when the fight occurred 6. Add new information to ongoing whole class projects posted on the wall. •new character information can be added to an Open Mind Portrait •an answer can be added to a question from the KWL Chart •a new location or change can be added to the map EXPLORE 7. Explore today’s story with visual and oral language activities One possible activity: Continued 1. Students will then determine where Morales, Mexico is located and the distance from Morales to Jalisco, Mexico is using the following link: http://plasma.nationalgeographic.com/mapmachine Click on Country profiles, explore the World Scroll down to North America, click on Mexico Read the country profile Click on Printable Outline Map Select Mexico and leave second dropdown bar blank for all of Mexico Click Enlarge 2. The map activity continues with the groups adding the Morales to their map but not entering a line as it was not a travel. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader’s Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 24 and 92 Student Activity: Read the example given for Evaluating your Writing on page 23 with the class. Then, using Learning the Game, from The Circuit, have the student assess the short story using the Assessment Rubric. Student Activity: Use a Key Word and Series of Words. After reviewing page 92, Use a Key Word and Use a Series of Words, have the student complete the following: 1. You can combine, or put together, ideas from _________ sentences by moving a ______ __________ from one sentence to the other. The key word may be an __________ or ______________. 2. Ideas from _________ _____________ can be combined into one sentence using a _________ of ____________ or ____________. Check for Understanding: Have the student write 8 sentences applying the rules learned in this lesson. 9. Explore today’s reading Key Questions Why was Gabriel so upset? Did Gabriel end up doing what he was told? later in the story/chapter, we find out that Gabriel was fired? Why was he fired? Key Paragraph “What Diaz did was wrong, and someday he’ll pay for it, it not in this life, in the next one,” he said. “Gabriel did what he had to do.” EXTEND 10. Prompt every student to write a short product tied to today’s reading Snapshot: There comes a time in everyone’s life that a tough decision has to be made. In this case, Gabriel had to decide between his pride and money. Responsibility is the active side of morality – doing what I should do. More specifically, doing the one thing I should be doing right now. One could argue that Gabriel did the right thing – he stood up for himself, took his family into consideration, and did the job – but still was fired. As stated by Papa in the above paragraph, those things sometimes happen when a person is doing what must be done. Identify a time in your life when you had to do the right thing though it was tough to stand up either to the pressure of people or the authority you were disagreeing with. In a paragraph, share with the reader the story of what happened and what you took from the incident. 11. Close with a short summary Extend the reading to the student’s lives or to the world Lesson Plan for Week 2 Day 4 Novel The Circuit Ci9 To Have and To Hold pgs. 96-112 Standards Focus: Feelings, Significance, Sensory Details PREPARE 1. Background knowledge necessary for today’s reading Where is the San Joaquin Valley? And what is considered the San Joaquin Valley? use with suggested activity 2. Word Wall Introduce 5 important, useful words from today’s reading Droning 1910 Lincoln Head 1865 Indian Head Blistering Kerosene •show, say, explain, expand, explode or buzz about the word briefly •show, say and define the word quickly and add to the word wall READ 3. Review the Timeline Start at the beginning and review the story so far •mention the setting and main character •point to each timeline item as you quickly review it 4. Read today’s story selection: To Have and To Hold pgs. 96-112 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Car ride from Santa Maria to Orosi characters Papa, Mama, Roberto, Francisco, Trampita, Torito, Ruben, Rorra, Ito, Mr. Sullivan, Mr. Patrini, Carl, Mr. Lema, Miss Martin Papa, Mama, Roberto, Francisco, Trampita, Torito, Ruben, Rorra, Papa, Roberto, Trampita, Francisco, Papa, Mama, Roberto, Francisco, Trampita, Torito, Ruben, Rorra Pages 96103 Orosi – Mr. Patrini’s yellow house Fields in Orosi Orosi – Mr. Patrini’s yellow house 103105 105 106112 RESPOND 5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline •discuss the story to fix the facts: who, what, when, where, why •decide on the 3-5 most important events and add these to the timeline Students might mention • The car ride – Francisco’s thoughts during the ride • The yellow house • the yellow house on fire • Rorra taking Francisco’s pennies 6. Add new information to ongoing whole class projects posted on the wall. •new character information can be added to an Open Mind Portrait •an answer can be added to a question from the KWL Chart •a new location or change can be added to the map EXPLORE 7. Explore today’s story with visual and oral language activities 1. Students will then determine where San Joaquin Valley in CA is located and the distance from Santa Maria, CA to this valley using the following link: www.mapquest.com 3. The map activity continues with the groups adding the journey from Santa Maria, CA to the San Joaquin Valley Important: Student should use different colors for every journey line. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader’s Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 24 Student Activity: Check for Understanding: Have the student use the Rubric from page 24 to evaluate one of their writing pieces from the last seven days. 9. Explore today’s reading Key Questions What would have been your reaction if someone had taken your pennies? What was Mama trying to convey to Francisco with the story on pages 107-108? Key Paragraph “Yes, but what about my librito. It’s gone, just like my pennies,” I responded. After a long pause she said, “Do you know what was in your librito?” “Yes,” I answered, wondering why she asked. “Well... if you know what was in your librito, then it’s not all lost.” EXTEND 10. Prompt every student to write a short product tied to today’s reading Snapshot: In the above paragraph, Mama is convinces Francisco he still has his stories and ideas because of his memory. His stories are alive because he possesses the imagery and lessons from the events in his mind. Francisco eventually puts those stories down in a new librito, the book you are reading. Like Francisco Jimenez, everybody has important stories from their lives to tell. In a paragraph, share an important story you think reveals who you are as a person. 11. Close with a short summary Extend the reading to the student’s lives or to the world Lesson Plan for Week 2 Day 5 Novel The Circuit Ci10 Moving Still pgs 113-134 Standards Focus: Significance, Movements, Feelings PREPARE 1. Background knowledge necessary for today’s reading Where is Santa Clara, CA? How far is it from Guadalajara, Mexico? use with suggested activity 2. Word Wall Introduce 5 important, useful words from today’s reading Endowed Inalienable Deriving Consent Evoked •show, say, explain, expand, explode or buzz about the word briefly •show, say and define the word quickly and add to the word wall READ 3. Review the Timeline Start at the beginning and review the story so far •mention the setting and main character •point to each timeline item as you quickly review it 4. Read today’s story selection: Moving Still pgs 113-134 Shared Reading RRP: Read, React, Predict every 2-3 pages Tape Partner Choral Silent Round Robin Reading setting Corcoran, CA Car Ride from Corcoran, CA to Santa Maria, CA Bonetti Ranch in Santa Maria, CA School in Santa Maria, CA Bonetti Ranch in Santa Maria, CA Fields in Santa Maria School in Santa Maria, CA Bonetti Ranch in Santa Maria, CA Schools in Santa Maria, CA characters Papa, Mama, Roberto, Francisco, Papa, Mama, Roberto, Francisco, Trampita, Torito, Ruben, Rorra Papa, Mama, Roberto, Francisco, Trampita, Torito, Ruben, Rorra, Mr. Bonetti Roberto, Francisco, Trampita, Torito, Ruben, Rorra, Mr. Milo, Miss Ehlis, Papa, Mama, Roberto, Francisco, Mr. Sims Roberto, Francisco Francisco, Miss Ehlis Papa, Mama, Roberto, Francisco, Mr. Sims Roberto, Francisco, Mr. Milo, Miss Ehlis, Mr. Denevi, Immigration Officer pages 113117 117120 120122 122123 123125 125128 128129 130131 131134 RESPOND 5. Add to the Timeline Discuss the reading and add 3-5 events to the timeline •discuss the story to fix the facts: who, what, when, where, why •decide on the 3-5 most important events and add these to the timeline Students might mention • Car ride • Bonetto Ranch • Schools • Fields • Miss Ehlis’ classroom 6. Add new information to ongoing whole class projects posted on the wall. •new character information can be added to an Open Mind Portrait •an answer can be added to a question from the KWL Chart •a new location or change can be added to the map EXPLORE 7. Explore today’s story with visual and oral language activities One possible activity: Continued 1. Students will add another journey line from Corcoran, CA to Santa Maria, CA. And then another journey line from Santa Maria, CA back to Mexico. Important: Student should use different colors for every journey line. 2. Dr. Francisco Jimenez is now a professor at Santa Clara University. Have students read about him at the following link: www.scu.edu Search: Francisco Jimenez (do not put Dr. in the search) Click on the first item from the search Read about Dr. Jimenez 3.Using all your resources, add a journey line from Guadalajara, Mexico to Santa Clara, CA. Other possible activities for a class group or individual Bookmark Open Mind Portrait g6 Graphic Organizer g7 Main Idea Graphic Organizer c1-12Cubing Postcard Prop Poster Ad Map Retelling Reader’s Theatre Cartoon Rap 8. Bridge to a language building activity Teach a Mini Lesson using Write AHEAD page 24 Student Activity: Check for Understanding: Have the student use the Rubric from page 24 to evaluate another one of their writing pieces from the last seven days. 9. Explore today’s reading Key Questions Look closely at Miss Ehlis’s prompting the class to memorize one section of The Declaration of Independence. Why is it so important in creating “hope” for the Jimenez family and for all of us? Key Paragraph “The school day started out just right. In the morning, Mr. Milo returned the math exams to the class and asked us to rearrange our seats according to our scores. I sat in the first seat in the first row. This was definitely a good sign. I even looked forward to my recitation in Miss Ehlis’s class that afternoon.” EXTEND 10. Prompt every student to write a short product tied to today’s reading Snapshot: In the above paragraph, the reader senses that things were looking good for the Jimenez family. It seemed that things were going their way. In the last paragraph, we find out that there is again another move. Given what we know about Francisco Jimenez, the ending of the autobiography does seem to fulfill the words he memorized from The Declaration of Independence. But, Francisco’s journey took great perseverance and hope. Write the last paragraph in your autobiography to date. Tell the reader about the latest important event in your life, and share your hopes for the future. 11. Close with a short summary Extend the reading to the student’s lives or to the world Spanish to English for The Circuit by Francisco Jimenez 1. La frontera = border 2. El Rancho Blanco = The White Ranch 3. Ferrocarriles Nacionales de Mexico = National Railway system of Mexico 4. Cantinflas = a famous movie star from the past 5. Mi’ jo = my son 6. Mi’ ja = my daughter 7. Dios lo quiera = God would want 8. otra vez la burra al trigo = literally – again the donkey (female) in the wheat. 9. Panchito = Little Francisco 10. La Migra = Immigration/Border Patrol 11. Viejo/Vieja = endearing nickname for spouse. Literally = old 12. Comal = metal skillet used over an open fire 13. Verdolagas = an edible weed 14. Carachita = name given to their old car; jalopy 15. si = yes or if 16. corridos = bullfights 17. Como se dice ‘es tuyo en ingles? = How do you say it’s your in English? 18. Torito = little bull. Nickname for Juan Michael 19. Virgen de Guadalupe = The Virgin of Guadalupe 20. frijoles de la olla = beans in a pot 21. la crandera = healer 22. El mal de ojo = evil eye 23. vieja, vamonos al hospital = old lady (endearing term used between husband and wife), we must go to the hospital 24. Santo Nino de Atocha = Holy child of Atocha 25. el Angel de Oro = Angel of Gold 26. Tonto =silly, stupid 27. paisano =countryman 28. Que dios los bendiga = May God bless them 29. Feliz Navidad, vieja = Merry Christmas, old lady (endearing term used between husband and wife) 30. El Perico = The Parrot 31. periquito bonito = pretty little parrot 32. “Santa Maria, Madre de Dios, ruega Senora por nosotros los pecadores ahora y en la hora de nuestra muerte, amen” = Holy Mary, Mother of God, pray for us sinners no and at the hour of our death, amen 33. contratista = contractor 34. mocoso =snotty, stuck up 35. La Bola = the ball 36. alla = over here 37. braceros/bracero = workers aloud to be in the US. Circa 1940’s 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. Ya es ora = its time listo = ready;smart mi olla = my pot es todo = that’s all tienen que tner cuidado= you have to be careful quince = 15 carne con chile = chile with meat huaraches = sandals sin vergueuza = brazen abuelita = grandma hacendados = landowners campesinos = field workers librito = little book Mi’ jito = my son (endearing) El Ratoncito = little mouse Ay, Dios mio = oh, my god Ya no seas tonto, Pancho! = Don’t be silly/stupid, Pancho Gracias a Dios = thanks to God ya pues = enough already Ah, si. Es muy Buena gente. = Yes, he is good people. Final Assignment: Unit: Responsibility Requires Action Novel: The Circuit by Francisco Jimenez Final Assignment: Autobiographical Essay Task: Write a autobiographical essay using pages 149 – 157 in Write Ahead: A Student Handbook for Writing and Learning to guide the project. Directions: Over the past two weeks, you have read the novel The Circuit by Francisco Jimenez. In the book, Jimenez guides you through his early years as the son of migrant workers – a journey that took him from Mexico to different parts of California. Using the writing snapshots you kept over the two weeks, write an autobiography sharing a period of time in your life. You should use the section on Autobiographical Writing to guide you through this exercise. Remember that one paragraph should flow into the next. In order to produce this effect, you may have to re-write some sentences or paragraphs from your daily snapshots. You may also need to add leading or unifying sentences at the beginning or end of paragraphs to aid your reader in following the direction of your essay. Type your essay. Spell check it. Save it. Print and trade with a peer. Edit each other’s essay using the rubric discussed in class. Revise your essay. Save and print again. If you have a portfolio, place the final autobiographical writing inside the folder.