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Hispanic Culture through the Eyes of Sandra Cisneros

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I'm writing you this letter to tell you about how I feel about the situation. ... (printable version) Immigration 'No Speak English' Concepts ... Double Bubble Map ... – PowerPoint PPT presentation

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Title: Hispanic Culture through the Eyes of Sandra Cisneros


1
Hispanic Culture through the Eyes of Sandra
Cisneros
  • Using stories from The House on Mango Street and
    Woman Hollering Creek in the Spanish classroom

Liliana Wendorff UNC-Pembroke Laura
Huertero Fairmont High School HuerteroL.FHS_at_Robeso
n.k12.nc.us
2
Stories and the Standard Course of
Study (Spanish I)
Competency Goal 6 The learner will acquire,
reinforce, and further his/her knowledge of other
disciplines through the foreign language.
  • Sharing and discussing any of these selections
    will necessarily be combining skills from the
    English classroom and the social studies
    classroom.

3
Stories and the Standard Course of Study
6.01 Demonstrate understanding and apply
information and skills that are common to the
foreign language class and other disciplines.
6.02 Transfer information acquired in the foreign
language class for use in other disciplines.
6.03 Recognize and apply learning strategies and
processes from other disciplines.
6.04 Develop learning strategies in the target
language which can be used in other disciplines.
4
Stories and the Standard Course of Study
7.06 View, listen to, and read various forms of
media that utilize the target language and
reflect the target cultures.
5
Suggested Stories from The House on Mango Street
  • Geraldo No Last Name
  • No Speak English
  • Papa Who Wakes Up Tired in the Dark
  • Elenita, Cards, Palm, Water
  • My Name
  • Marin
  • Those Who Don't

6
Suggested Stories from Woman Hollering Creek and
Other Stories
  • Mericanos
  • Tepeyac
  • Anguiano Religious Articles Rosaries Statues
    Medals Incense Candles Talismans Perfumes Oils
    Herbs

7
Geraldo No Last Name Concepts
  • Illegal immigration

5.06 Develop an appreciation for cultural
differences by comparing simple patterns of
behavior or interaction in various cultural
settings including his/her own.
5.09 Recognize viewpoints and attitudes of people
in both his/her own culture(s) and the target
cultures relating to family, home, school, work,
and play.
5.10 Identify the mutual contributions of the
target cultures and his/her own culture(s).
7.05 Identify occupations within the community
and beyond that require proficiency in the target
language.
8
Geraldo No Last Name Strategies
  • Koosh conversation
  • Use a koosh or other soft ball that may be tossed
    gently without injury. Only the person holding
    the koosh may speak. Those who do not have the
    koosh must listen to the speaker holding the
    koosh and wait their turn.

Use this discussion technique for pre-reading and
post-reading. Question suggestions can be found
on the Geraldo No Last Name handout. Victor
Davis Hansons article can be found online, and
we have provided a more printer-friendly version.
9
Geraldo No Last Name Strategies
  • Mojado Response
  • Distribute copies of lyrics to Mojado by
    Ricardo Arjona (English translation included) and
    play the song for students to listen to as they
    read along. After playing the song, discuss
    feelings aroused by the lyrics and the music.

This song can be found on Arjonas Adentro or, if
you have internet access in your classroom,
online on Blog de Guate.
10
Geraldo No Last Name Strategies
  • Character Letter
  • You may select a character you want the students
    to write to or have them choose among Geraldo,
    his family, and Marin. Have them include some
    questions they want answered and their own
    opinions of Geraldos situation.

This is an excellent opportunity for
cross-disciplinary activities. Reinforcing
basics of the letter format (i.e. salutation and
closing) could prove especially helpful preparing
10th graders for the state writing test.
11
Geraldo No Last Name Responses
Dear Geraldo, Im writing you this letter to
tell you about how I feel about the situation.
If I was you and had a family in another place I
would have did the same thing you did, find some
way to help my family. Because you only have one
family in your life so why not try to find some
way to support them. Oh yea about the Hit and
run this is how I feel, I think someone might
have plan that because most Americans dont like
other people that are different from us. So they
will probably find some way to get rid of them.
I feel like that was wrong for someone to do a
Hit and run cause they took on a persons life
who was not doing anything wrong. Yours truly
Josh Chavis
12
Geraldo No Last Name Responses
Dear Geraldos family, It has come to my
knowledge that you had a son named Geraldo. He
came to America to make a better life for himself
and for you. I would have contacted you sooner,
but I didnt know how to get in touch with you.
Well I just wanted to inform you that he was
involved in a hit and run. I am so sorry that he
didnt survive. I am terribly for your loss and
if there is anything I can do at all dont
hesitate to write me and let me
know. Sincerely, Candice Walker
13
Geraldo No Last Name Responses
Dear Marin, There are so many things that me
personally would like to know about you and
Geraldo. First, of all after reading the story
and the article and how Americans refer to
Hispanics or people that dont live in The United
States. Marin in the story it refered to you as
the girl that loved to dance and one night you
saw Geraldo and exactly what was going through
you head? I mean why were you so fasinated by
him. In my own opinion I think that you were so
into him because you knew his background. You
also knew the way people treated him and you
didnt want him to think that you were maybe that
type of person. Before Geraldo died you wanted
to get to know him a little more and ask about
the things that maybe he had went through. OR
were you really into him as a boyfriend? Sincerely
, Kensey Bartley
14
Geraldo No Last Name Resources
Immigration
Estimates of Unauthorized Immigrant
Population U.S. Department of Homeland
Security Current Numbers Center for Immigration
Studies United State Immigration
Support (printable version)
15
No Speak English Concepts
  • Bilingualism and Spanish in the United States
  • Negative and imperative structure
  • 5.04 Recognize that there are words, phrases,
    idioms, and concepts that do not transfer
    directly from one language to another.

16
No Speak English Strategies
a
  • Split-Class Debate
  • On the No Speak English handout, you will find
    a list of agree/disagree statements. You may or
    may not want to show students the list ahead of
    time, and you may wish to add to the list.
    Designate one side of the room as Agree and the
    opposite side as Disagree.

Read statements one at a time and tell students
to go to the Agree side if they agree with the
statement read, the Disagree side if they
disagree.
Ask representatives from each side to explain
their opinions. Go back and forth as many times
as you feel necessary.
17
No Speak English Strategies
  • Poem partners
  • Read Aprender el inglés by Luis Alberto
    Ambroggio, first in Spanish, then in English. (I
    have included the Spanish text you may write
    your own translation or find Lori Carlsons in
    Cool Salsa.)
  • Have students discuss Ambroggios fear of being
    someone different in another language and make a
    list of things that might change for them if they
    couldnt speak English with people they loved
    then share with the class.
  • This would be a good time to work idioms into the
    conversation and relate them to Mamacitas tears.

18
No Speak English Strategies
  • Aprender el inglés
  • by Luis Alberto Ambroggio

Vida para entenderme tienes que saber
español sentirlo en la sangre de tu alma. Si
hablo otro lenguaje y uso palabras distintas para
expresar sentimientos que nunca cambiarán no
sé si seguiré siendo la misma persona.
19
No Speak English Strategies
  • Mamacita poem
  • Have students write a 10-line poem from the point
    of view of Mamacita. You might choose to have
    them write a found poem using words from the
    story.
  • This activity is beneficial for its literary
    elements in addition to making students put
    themselves in the native speakers position,
    examining their own attitudes toward learning a
    new language.

20
No Speak English Responses
I am here in this country I feel so alone I cant
take this anymore I want to go home Why am I
here? Why cant I go? There are so many things
here I dont know I dont speak English Not
very well Does anyone even want me here? Its
hard to tell
I cant bear to watch my baby grow up like
this There are so many things we are going to
miss. Im always thinking about leaving this
place But I wouldnt be able to look my son in
the face Its the hardest decision Ive ever had
to make Why am I here? Why cant I go? by
Ashley Floyd
21
No Speak English Responses
Why am I here? I miss my home. My friends are
gone. Now I am all alone. Deep inside my soul
I feel much pain . My homeland is calling Im
going insane.
My baby has turned To horred English
tongue. Hes no longer my baby, Hes my English
son by Caroline Lennon
22
No Speak English Responses
No speak English No speak English I want to see
the pink room with the little pink door No more
no more No speak English I say no more This is
not home And home is not here I want the house
with the little shade spot I do not belong In
this strange land where I do everything wrong No
speak English no more I want to go home to my
pink door by Thomas
23
No Speak English Responses
Home, home, home Cuándo, cuándo, cuándo When can
I go home He say we are home I say we arent Me
baby boy He speak English No no no Home Home
Home I want to go home by Marshall Heckel
24
No Speak English Responses
Oh how I miss home Everything there is a part of
me I grew up their. All my kin is their.   My boy
is speaking English And I dont know what hes
saying. It hurts me bad. Oh so bad.
I just want to go home. And be happy again. What
do I have to do? To go home, home, oh how I miss
home.   When can I go home. Back to my
homeland. To be where I feel right. Oh, how I
just want to go home. by Ashley Decker
25
No Speak English Resources
Bilingualism and Spanish in the U.S.
English as Our Official Language ProEnglish Immi
gration no threat to English use in
U.S. Reuters Use of the Spanish Language in the
United States ERIC Digest
26
Mericans Concepts
  • Hispanic-American identity
  • Nicknames
  • 1.06 Use culturally acceptable vocabulary,
    idiomatic expressions, and gestures.

See Mericans handout for nicknames matching.
27
Mericans Concepts
  • Worship
  • 4.01 Recognize and use gestures, manners,
    behaviors, greetings, and idiomatic expressions
    of the target cultures.

4.02 Learn and discuss patterns of behavior or
interaction among the target cultures.
4.06 Explore practices and perspectives of
contemporary life in the target cultures through
print, non-print, electronic materials, and
cultural artifacts.
4.07 Identify cultural products, practices, and
perspectives that lead to generalizations or
stereotyping.
28
Mericans Concepts
  • La Virgen de Guadalupe
  • 4.05 Identify important individuals from the past
    and present and their contributions to the target
    cultures.
  • 4.07 Identify cultural products, practices, and
    perspectives that lead to generalizations or
    stereotyping.

29
Mericans Strategies
  • Double Bubble Map
  • Use this graphic organizer to synthesize
    information and ideas from all three stories.
    Demonstrate how this can be done by comparing
    Michele to Geraldo and have students to compare
    her to Mamacita.

Blank diagram
Example
30
Mericans Resources
  • Hispanic-American identity

Hispanic-American identity
Guadalupe--La Virgen Indígena Mexico Connect Our
Lady of Guadalupe Our Lady of Guadalupe (handout
form) Culture The University of Texas-Pan
American
31
Other Assessment Suggestions
Have students choose one of their writings to
polish and publish, either in a class anthology
or simply for display on the wall.
Have students research cultural details from one
of the stories more in-depth and present their
findings creatively to the class, e.g. a poster
about the Familia Burrón.
Have students illustrate a scene from one of the
stories incorporating cultural details and
characterization.
Have Spanish II students list adjectives to
describe each character, or you may ask upper
level students to write responses to each reading
in fully developed Spanish paragraphs.
32
Further Standard Course of Study
Alignment Spanish II
3.07 Summarize orally and in writing main idea(s)
from selected material.
5.04 Recognize words, phrases, idioms that do not
translate directly from one language to another
and their impact on communication.
5.06 Continue to develop an appreciation for
cultural differences by comparing patterns of
behavior or interaction in various cultural
settings including his/her own.
5.07 Demonstrate an awareness of his/her own
culture based on comparisons of sample daily
activities in the target cultures and his/her own
culture.
33
Further Standard Course of Study
Alignment Spanish II
5.08 Demonstrate an understanding of the reasons
why certain products originate and are important
to the target cultures and to their own.
5.09 Investigate the cultural traditions and
celebrations that exist in the target cultures
and other cultures and recognize the viewpoints
behind them.
5.10 Explore the viewpoints and attitudes of
people in both his/her own culture and the target
cultures relating to everyday life.
5.11 Demonstrate an understanding of the mutual
impact of the target cultures and his/her own
culture.
34
Further Standard Course of Study
Alignment Spanish III
4.07 Draw inferences about contemporary life in
the target cultures through print and non-print
media, cultural artifacts, and/or interaction
with people from those cultures.
5.07 Research how native speakers of the target
cultures (e.g., writers, journalists, artists,
media persons) portray life in the United States
and how native speakers of English portray life
in the target cultures.
35
Further Standard Course of Study
Alignment Spanish IV
3.03 Develop in writing an organized summary,
composition, report, or article.
3.04 Prepare oral and written reports on topics
studied in the foreign language classroom and/or
in other disciplines.
4.07 Form and support opinions about contemporary
life in the target cultures through examination
of media and cultural artifacts and interaction
with people from those cultures.
4.08 Discuss and dispel stereotypical images
associated with the target culture(s).
36
Assessment Suggestions Linguistic topics
Derogatory terms (Geraldo No Last Name)
Imperative and negative constructions (No Speak
English)
Diminutives or apodos (No Speak English or
Mericans)
Brand names and genericization (Mericans)
Spanglish and loan words (Mericans)
37
Assessment Suggestions Research topics
Immigration procedures (Geraldo No Last Name)
Latin American homes (No Speak English)
Saints and shrines (Mericans)
La Virgen de Guadalupe (Mericans)
Latin American religious holidays (Mericans)
Traditional Mexican foods, e.g. tacos, candies
(Mericans)
Latin American comics (Mericans)
38
Books
Cisneros, Sandra. The House on Mango Street. NY
Vintage Books, 1991.
-- Woman Hollering Creek and Other Stories.
NY Vintage Books, 1991.
39
Powerpoint Online
To access this presentation online, go to
WeTheTeachers.com and look up Cisneros Powerpoint.
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