Hispanic/Latino Curriculum Sixth Grade Language Arts Lesson Plan Mexican American Authors The Migrant Experience

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1 Hispanic/Latino Curriculum Sixth Grade Language Arts Lesson Plan Mexican American Authors The Migrant Experience Content/Theme: Grade Level: Migrant Workers Sixth Grade Textbook Connections: Prentice Hall Literature, Timeless Voices, Timeless Themes - Copper Level, Excerpts from: The Circuit, by Francisco Jiménez, pg. 66, and from Esperanza Rising, by Pam Munoz Ryan, pg. 360 Primary Benchmarks: LA The student will compare and contrast elements in multiple texts LA The student will identify and explain recurring themes across a variety of works (e.g., bravery, friendship, loyalty, good vs. evil) LA The student will explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written Strand: Language Arts-Reading Process Literary Analysis Time: 1 Class Period Objectives: Students will learn about Hispanic American authors and the theme of change. Students will understand the migrant experience within the context of the literature. Students will write a letter about a new migrant student relating a theme of change. Teacher Preparation/Materials: Multicultural Information/Handout Student Handouts Internet Access Activities: 1. Follow the activities in the Prentice Hall Literature series and read Esperanza Rising and The Circuit. Before reading, note to students that these two stories have similar themes yet have some differences as well. 2. After reading both selections, review the main points and discuss more about the migrant experience: When does the story, Esperanza Rising take place? during the 1920 s and the great depression What kind of attitude did people in America have for Mexicans in the 1920 s? Most people thought Mexicans were only good enough to have the low paying farming jobs. Why did Esperanza and her mother have to come to America? They were looking for work and a better place to live, as were many other American and immigrant families.

2 What kind of help do you think Esperanza and her family will need? They may need to be given a chance by some people in order to find work and make a future for themselves. When does the story The Circuit take place? during the 1940 s after WWII Where was the family from? Mexico Why did the family have to move often? They are migrant farm workers, and they move where they find work. What problems did Panchito face? He had problems in school, making friends, and with the language. Why was Panchito sad and frustrated? He did not want to move to another place again. What is similar between the two stories? Each story had a Mexican family as the characters. Each family in the story was searching for a better life. Each family needed to be given a chance to do well. There were many changes for the main character in each story. Both characters had to relate to the new changes in their lives. What theme run through both stories? Change 3. Show students the virtual tour of the Mexican immigrant experience through the website Click on Virtual Tour and then Travel with the Luis Family to track a student and family in a one year circuit of the country. Explain to students that the story Esperanza Rising happened long ago in the 20 s, The Circuit happened in the 40 s, and migrant workers are still moving around today through looking at the Internet. 4. Model how to use the character map by filling it out on the overhead for Esperanza. Next, have students fill out their own character map for Panchito. 5. Using the character map, have students write a letter to the principal of the next school Panchito will attend. Review letter-writing techniques with students. ESOL Strategies: Shared Writing, Alternative Assessment Assessment: Student Participation, Writing Assignment, and Character Map Resources: Multicultural Content Information: First and second generation Hispanics have become writers who, either writing in English or Spanish, maintain their native cultures alive. Puerto Rican writers usually write about their experiences in the island and in New York or any other American city where they established. Cuban writers, who call themselves writers in exile, usually write about political themes or topics concerning their native land. Mexican writers sometimes call themselves Chicano writers, They usually write about the rural or urban experiences of themselves and their families. Mexican authors, many times, write about the Mexican migrant experience.

3 Historically, migrant workers have been discriminated against their culture and language. Approximately 77 percent of the farm workers in the United States were born in Mexico. Others come from Jamaica, Guatemala, Puerto Rico, Honduras, Dominican Republic Haiti and other countries. The number of farm workers per year totals between one and three million. Historically, America has needed these farm workers to cultivate crops all over the country. They have been very beneficial to our farming economy. Mexican workers have been coming to our country for years due to poverty, lack of quality farmland, and job opportunities in Mexico. Historically, the government has even enlisted the help of the Mexican farm workers in the 1940 s during WWII, the Braceros program, when they needed help with the workforce. Year after year, thousands of Mexican farm workers come north to America in search of farming job opportunities. They continue to strive to build a future for their family in this way even when the crossing of the border is dangerous and illegal, and the work is sometimes demeaning and poorly paid. It is difficult to gather enough money to buy papers to immigrate to the United States legally, and it is difficult to continue living in Mexico in poverty with no future. It is a difficult decision to leave their families behind in Mexico in some cases. Some farm workers are men who must leave their families behind, find work, and then bring money back to Mexico. But many times the entire family must travel and work, including the children. Because farming work changes with the seasons, the work that is available changes areas and locations throughout the year. This puts these workers on a circuit of jobs throughout the year. The theme in many Mexican American authors writing is the theme of chance and change. The message is that migrant workers deserve a chance for education to break out of the cycle of poverty and ignorance. Many educators do not see beyond the fact that migrant workers do not spend enough time at one particular school, and they see the students as too far behind to give them a chance to catch up, or give them a chance at all. Mexicans value education and encourage their children to go to school and do well. The educational system in the United States has historically pushed aside this cultural group and has forgotten its special needs. Although the government has special programs and funding for migrant students, proper utilization and knowledge of the programs available is key help solve the problems of the migrant student.

4 CHARACTER MAP Follow the directions under the circles to complete the character map CHOOSE AN ADJECTIVE TO DESCRIBE THE CHARACTER DESCRIBE A MAIN PROBLEM OF THE CHARACTER NAME OF CHARACTER SOMETHING THE CHARACTER LIKES/LOVES WHERE IS CHARACTER FROM? NATIONALITY CHANGE THAT HAPPENS TO THE CHARACTER

5 VENN DIAGRAM

6 Pretend that Panchito has been in your classroom for the last three months. It is time for him to move on to the next place for his family to find work. Use your character map to write the principal of that school to tell him all about Panchito. Remember to put your name and address on the top of the letter, the date in the second box, and a closing at the end. DEAR