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We began reading Esperanza, by Carol Gaab , in my Spanish 1b classes today. End advertisement. Today, I explained that Esperanza is not only a theme of the novel, but the name of the main character I put translations of story vocab on the board—personaje principal, tema, etc. This was all in Spanish, of course!
The kids did great, and it was excellent reinforcement of their language arts curriculum. To whet their appetites, we discussed these questions as a class before reading:.
And then…into the chapter we went! My first class voted for me to read the chapter aloud to them, and I was very happy with their choice and ended up sticking with it for my second class. The absence of subject pronouns preceding each sentence and quote can be confusing to a Novice reader, and so the mere changing of my voice to represent the different characters was enough for them to be able to understand the chapter in its entirety.
I thought that the book was high interest before we began it, but then again I think that a lot of things are high interest before my students get into them. The class was SILENT, and they even laughed and let out gasps and other appropriate emotional reactions in response to the text as I read—talk about high interest!!
It was awesome. Afterward, I gave students this graphic organizer that I created to organize the information in the chapter. I explained that not all of the names of the characters were given in the first chapter, so they would need to use the process of elimination to figure out which characters have which names.
They had about 15 minutes to read back through the chapter to complete the organizer, and their completed graphic organizers proved that they did indeed understand the chapter—very few students had any errors on the worksheet. Here is the worksheet: Esperanza chapter 1 esquema. Day One was a huge, resounding success!! What fun it is to have great material to work with: thank you, Carol!!
Your students vote on how you read in class. What are their options? And do they ever choose something else? Their choices were 1 individually, 2 out loud, with a partner, 3 follow along as I read. Esperanza is awesome! Thanks for sharing! Thanks, Martina! YOUR stuff is awesome! You probably noticed that every chapter ends with some statement about not having or losing hope esperanza.
Hoping for this type of success myself; If only there were more French readers like this…. TPRS Publishing is working on it! I received an order of the Spanish version on Monday! Natalia, I am just beginning Pirates. Martina, I want to thank you so much for providing your detailed lessons as resources for each chapter!
This will be the first time we have done this book and I love your resources! I am super exited about the possibilities of this book and how well it will tie into our Global Challenges theme. How long are your class periods in these lessons you provide? Also, when students were reacting to chapter one were they saying reactions in Spanish or was it just natural ooh, awws?
Was thinking maybe providing them with some reactions in Spanish…. What a great idea to provide reactions in Spanish! Mine were just natural reactions. The class periods were 50 minutes. That way, there are no spoilers. I like doing a new chapter every 3 days or so, although occasionally it would take 4 or 5 depending on the cultural activities for that chapter. So…maybe weeks? Do you have a list of what novels you teach at what levels? Here is the worksheet: Esperanza chapter 1 esquema Day One was a huge, resounding success!!
Share this:. Like this: Like Loading Hm, I will think on that question and let you know! Hoping for this type of success myself; If only there were more French readers like this… Loading Was thinking maybe providing them with some reactions in Spanish… Loading Gracias Carol!
Martina, On average, how long does it take your classes to complete Esperanza? Thank you, Danielle Loading Gracias, again Martina. I love your lesson plans. We started Esperanza this week. Leave a Reply Cancel reply.
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Esperanza by Carol Gaab
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Esperanza, Chapter 1
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In fact, I had made the decision the previous spring when I was thinking about my plans for the class. My colleagues and I initially thought about reading Esperanza in level one but decided to use other novels Piratas del Caribe y el mapa secreto by Mira Canion and Carol Gaab in the first trimester and Robo en la noche by Kristy Placido in the second trimester. I wholeheartedly agree that the novels selected for class reads should not be overly difficult for the class level. Students worked together in groups of four and wrote what they already knew about Guatemala and what they wanted to know on poster paper. It was interesting to overhear their discussions! Next they read an informational sheet about Guatemala by Daniel Retberg and then went back to their lists and made adjustments or corrections as needed before finally sharing with the rest of the class.