Unit for the instruction of When
I was Puerto Rican: by Esmerelda Santiago.
Frame: I plan on showcasing the differences in cultures through teaching this memoir. I will also use it to show a coming to America narrative. I feel that is part of showing the different cultures. What better viewpoint into the cultural differences than someone who has experienced both American and Puerto Rican culture firsthand. This story provides an interesting view since Puerto Rico is technically part of the United States. To start off, I will have the students list on the board everything they can think of that signifies “American” to them. I will then have the kids read a short story written by a Puerto Rican author. This would be my segue into talking about the differences and similarities between Puerto Rican culture and what the students think of as American culture.
Class Makeup:
There are 29 kids in my class. It is a freshman English class. The class is in what is called the Spectra program. That means the kids have the same social studies, history, English, and science classes. The teachers work together so the info in the classes more or less coincides. Math is the only class that is “tracked”. This class is in the lower math track, so they are stereotypically the “dumber” students. I see that there are plenty of great minds in this class; many just lack the drive to do their schoolwork. They love being creative and getting up out of their seats. They love talking and discussing topics although the teacher will have to work sometimes to keep them on topic. There are four black kids, two boys and two girls. One of the boys is African-American of Egyptian heritage. There are two Asian-American students who moved to the United States when they were very young. There is also a Southeastern-Asian heritage girl that has been born and raised in the United States. There are two Asian-American students who moved to the United States when they were very young. There are two students of Indian heritage, a boy and a girl. These different cultures should bring in some interesting thoughts on what is American. I can also have some more perspectives on the coming to America. The foreign born and 1st generation Americans also might be a good resource to see what it is like growing up with two distinct cultures for one of their peers. What is harder because of it? What do they notice as the differences and the similarities between the two cultures? The students are predominantly middle and upper-middle class. They probably do not have first hand knowledge of being as poor as Santiago. They also probably do not have knowledge of what it is like to live in a rural community as small as the one that Santiago starts out in. The school is very large and has many extracurriculars in which many of the students are active. They are a very active bunch on the whole. That is why I have provided many hands-on type learning activities. If they are engaged in the book, they will be more likely to read and strive to comprehend the book. They will not be tempted to be disruptive in class like they would if I just lectured them.
Objectives:
Activity & Lesson:
I have about 50 minutes for class time. Normally, about 5 minutes is devoted to the reading of announcements at the start of class.
Ø I will bring in some ethnic Puerto Rican food like that shown in the novel to show the students what it is like. I remember food days were always a big thing in high school. If it is tied into the book we are about to read, it should work to pique the students’ interest in the topic. It will also give them a better understanding of Puerto Rican culture. When a food is mentioned, they will know exactly what it is. I will let them eat and then we will discuss the similarities and differences between Puerto Rican food and “American food”. I figure this would take about 30 minutes depending on how the kids are acting that day. This will help the students to get a grasp of the differences and similarities in Puerto Rican and American cuisine.
Ø I will have a vocabulary lesson on the Spanish words that will be found in the next reading selection. About 5 minutes should be enough to go over the words in the section they will read for the following day. I will go over what they mean and try to impress it into their minds with mnemonics or some other little trick. I’ll make sure to point out the glossary in the back so they can use it for reference. I will make a handout with definitions and pictures to help the students remember the harder words.
Ø If I have any time left over, I will let them get started reading silently in the book. I will circulate throughout the classroom for any questions the kids might have, and to keep them on task.
Homework:
ü I’m planning on starting this lesson on a Friday so they have a weekend to get into the book. I will have the kids read the book in sections. That way they will not be overwhelmed all at once. I can also bring in different points at different parts of the book. The cultural aspects will fit in very nicely at the start of the novel. The beginning of the story pretty much sets up what life is like for Santiago in her rural town in Puerto Rico. I figure they can read until page 60 for the first lesson.
ü I will have students comment about the similarities and differences between what the students view as our culture and Negi’s in their writing journals. I’ll probe the students to find if they are questioning what it really means to be an American the following Monday. I will have a small quiz the following day over the previous readings to check that they read the assigned material. I will ask for things such as character names and setting points as well actions that took place in this section. I’ll tell the class beforehand so it would not be a surprise. I remember when I was in school. That was the only way teachers could get us to read.
