When+I+Was+Puerto+Rican

November 15th, 2010 Homework Overdue

The Homework questions for the chapters completed so far are also very late.

I will be collecting your journals on Friday, November 19, 2010. You should have five entries. Projects
 * an entry for Someone is Coming to Take Your Lap
 * an entry for The American Invasion of Macun
 * three entries based on the video links below.
 * You should continue work on your PowerPoints. Your projects should be a minimum of ten slides, not counting the title pages. Each slide should include an example of figurative language and a corresponding image. You will explain the slides during your presentations. You may submit this project any time before November 30th.
 * You should still be working on your Thematic Presentation for When I Was Puerto Rican.

Version:1.0 StartHTML:0000000229 EndHTML:0000071014 StartFragment:0000009230 EndFragment:0000070978 SourceURL:file://localhost/Users/julisacunalata/Documents/Lit%20Units/When%20I%20Was%20Puerto%20Rican/ModuleWHENIWASPR.doc

**Understanding Social, Historical, and Cultural Dimensions in Texts and Performances...** **On your marks** Take a few minutes to... Think about how your generation is different from your parents’/grandparents’ generation. Compare the music, games, movies, actors, and technology they are familiar with those that you are familiar with. Complete the following chart by adding items for each category under the corresponding group. You may add your own category.

Our essential question for this module is: How can understanding the social, historical, and cultural dimensions in a text help us gain a deeper understanding of the text, author, and the impact of the text on society? **What do you know?** Let's start a glossary for this module by visiting the Web. In a new Word document that you save as **Glossary** on your flashdrive in a folder named Modules, make bulleted lists of everything you can find out about: **Structure to use: Pairs compare**
 * Category || Teenagers today || Parents || Grandparents ||
 * Music ||  ||   ||   ||
 * Games ||  ||   ||   ||
 * Movies ||  ||   ||   ||
 * Actors ||  ||   ||   ||
 * Technology ||  ||   ||   ||
 * Generation gaps
 * Immigration
 * Discrimination
 * Racism
 * The 1960’s in the United States
 * Puerto Rico
 * Sexism
 * Women’s Roles
 * Alienation
 * **You will discuss the topics above with your partner, then compile a list of themes in the text**
 * **For each theme, you must find examples in the text**
 * **Be prepared to share & report out!**

**Next steps...**
 * Individually, you will choose a theme you believe to be of importance in the text. As you read, you will use index cards to compile examples from the text. These index cards will be used for your presentation.
 * You will be graded on your presentation using the rubric below. Your index cards will also be collected.
 * CATEGORY || Excellent (90-100) || Good (75-85) || Fair (65-75) || Poor (55-65) ||
 * Preparedness || Student is completely prepared and has obviously rehearsed. || Student seems pretty prepared but might have needed a couple more rehearsals. || The student is somewhat prepared, but it is clear that rehearsal was lacking. || Student does not seem at all prepared to present. ||
 * Enthusiasm || Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. || Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. || Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. || Very little use of facial expressions or body language. Did not generate much interest in topic being presented. ||
 * Content || Shows a full understanding of the themes in the text. Numerous examples from the text. || Shows a good understanding of themes in the text. Sufficient examples from the text. || Shows a good understanding of the theme in the text. Some examples from the text. || Does not seem to understand the development of the theme very well. Few examples from the text. ||
 * Posture and Eye Contact || Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. || Stands up straight and establishes eye contact with everyone in the room during the presentation. || Sometimes stands up straight and establishes eye contact. || Slouches and/or does not look at people during the presentation. ||
 * Time-Limit || Presentation is 3-4 minutes long. || Presentation is 2-3 minutes long. || Presentation is 1 1/2- 2 minutes long. || Presentation is less than 1 1/2 minutes OR more than 4 minutes. ||
 * Comprehension || Student is able to accurately answer almost all questions posed by classmates about the topic. || Student is able to accurately answer most questions posed by classmates about the topic. || Student is able to accurately answer a few questions posed by classmates about the topic. || Student is unable to accurately answer questions posed by classmates about the topic. ||

Homework for the Week of October 18, 2010

**GET SET** Our topic for this module can be complex, but these video clips will help you begin to understand it. View the following videos, choose three and write a response in your journal for each. You may want to think about the following questions.
 * How did the video change your understanding of the text?
 * Which images were surprising, interesting, or odd to you? Why?
 * What cultural and/or historical references were unfamiliar to you?
 * What other questions do you have about the book after viewing the videos?

Video 1 Important Images Related to __When I Was Puerto Rican__ Video 2 Images of Early Brooklyn (Although Negi lives in Williamsburg, these images will help you envision her early experiences in New York City) Video 3 Images of Puerto Rico in the1940s (These images are about a decade before Negi was born, but I thought they would help envision the home she left behind.) § [] Video 4 Images of Puerto Rico between 1940-1950 (color images) Video 5 This is a newsreel from the 1950s which depicts the influence the United States had on the Puerto Rican economy. (An American perspective)
 * []
 * []
 * []
 * []

Journals will be collected on Friday, October 22, 2010

Understanding
You can dig deeper into the information and find out more about life in Puerto Rico and in New York during the 1950’s and 1960’s.

Understanding Project
For this project, you must interview someone who lived in New York or Puerto Rico during the 1950s or 1960s. You will prepare interview questions, get them approved, conduct the interview, and submit a written synopsis of your interview.

Sharing
**Structure to use: Pairs**
 * **After finishing the assignment, you will be given 3 minutes to share answers with your partner.**
 * **Be prepared to share and report out!**

Applying
Going deeper still, we're going to find out more about the societal issues raised in __When I Was Puerto Rican__. Create a PowerPoint presentation based on one of the social issues encountered in the text. For example, male chauvinism, poverty, racism, immigration, etc. Include an explanation of the social issue, specific examples from the text (including page numbers), discussion of the issue from the author’s experience, and a comparison between Santiago’s experience and your own experience. You will complete this project with a partner.

Sharing
**Structure to use: Presentation**
 * **After finishing the assignment, team members will share their PowerPoints with the class.**

Project
Now that you have learned about the social, historical, and cultural dimensions in __When I Was Puerto Rican__, you will write your own memoir in which you incorporate the social, historical, and cultural aspects of your life into your writing. **Directions:** **1.** **Your memoir should be three typed pages.** **2.** **You should focus on a time in your life when you experienced something similar to Negi.** **3.** **Your memoir should include dialogue.** **4.** **The historical, social, and cultural aspects of the time should be identifiable in your writing.**

Evaluating
When you are done, use a rubric to self-evaluate your memoir.

Sharing
**Structure to use: Simultaneous Round Table** **Wrap-up** Answer the following questions in a new Word document you save as Wrap Up. Be ready to discuss the following items in class~
 * **Students pass their completed memoir to a classmate**
 * **Classmates read and evaluate essays**
 * Answer the essential question of this module:
 * How can understanding the social, historical, and cultural dimensions in a text help us gain a deeper understanding of the text, author, and the impact of the text on society?
 * What are 2 new things you have learned?
 * How will you use these skills again?
 * What did you do well this time?
 * What would you do differently next time?