Grade 6 ENL- Unit 2 2018-2019
“Sometimes you have no control over what will happen next, as I discovered the year I was 12 years old—but sometimes you do.
And when you do, that’s when it is time to take charge because you sure don’t know when the chance will come again.”~ Lynn J.
Rationale
Throughout the book The Color of My Words, author Lynn Joseph provides the reader with the remarkable story of a young girl named Ana
Rosa who wants to be free to write as much as she desires. Twelve-year-old Ana Rosa lives in the Dominican Republic at a time when free speech
is censored by the government. Ana Rosa’s only notebook is used for school, so she secretly writes her own stories and poems on any paper she can
find—paper bags, napkins, and even her brother Guario’s notepad for taking orders at a restaurant. Her mother is the one person in the village who
knows about her dream of becoming a writer, until one day everything changes. With openness and vulnerability, Ana Rosa walks us through the
year that would forever change her understanding of her world. Part of what Ana Rosa learns in this year is the power of words, particularly her
words, by finding her voice in her writing. As much as Ana Rosa loves and is loved by her family and her community, she must also realize that
these things can’t protect her from the deep hurt of loss and grief. However, she will come to recognize that it is love that can help her move
through and survive those painful experiences, so she can continue to do the work that gives her life meaning.
As a mix of both poetry and prose, The Color of My Words uses each chapter as a short story told from Ana Rosa’s point of view, allowing
the reader to experience some of the more significant events of her childhood through her eyes. Throughout this novel, students will explore the
topics of love of family, community, social justice, true freedom, love and acceptance of one’s self, and identity through the various perspectives
revealed by Ana Rosa’s struggles that she must overcome. Students will analyze the diverse motives that lead people to defend their homeland
despite the desire to protect themselves from political oppressions or in acquiring a future elsewhere in search of an alternative way of life that
borders on escape and true freedom. Students will also explore the importance and the balance between personal freedom and government
intervention and the struggles to write and be heard in a society without protection for the freedom of expression.
Theme:
The Power of Language
Freedom vs Restraint
Expression vs Submission
Anchor Text:
The Color of My Words by Lynn Joseph
Essential Question:
Are words powerful enough to change people’s perspectives? How?
Performance tasks will require students to:
● Use language objectives such as, but not limited to, adjectives, prepositions, verb tenses, sentence structures, figurative language, sequence,
cause and effect, etc;
● Identify and analyze characters and their traits within a text;
● Identify literary elements within a text;
● Make predictions and personal connections with the text;
● Cite evidence and develop their ideas in writing with examples from the text;
● Compare and contrast within the text;
● Make a claim and support it with evidence.
● State a position and support it with evidence.
Guiding Questions:
● What is historical fiction and how does it differ from other genres?
● What is a poem and how does it differ from other genres?
● How can language be powerful?
● What power do words hold?
● What happens when a person is told to be silent?
● Why does Ana Rosa want to write?
● What power can words give us?
● When is it okay to voice your opinion?
● How are we transformed by our experiences?
● Can words change people’s perspectives? How?
● How can the power of words be used for negative and positive outcomes?
● How does tragedy affect people?
● How do we give voice to the voiceless?
● Are there people today that need their story told?
● What qualities do good leaders have?
SUMMATIVE ASSESSMENT
Planning with the End in Mind
Summative Task
By the end of the novel, Ana Rosa is confronted with the power of her words, both in their hopeful and destructive qualities. Yet, despite this
power, she is also faced with the challenge of whether her words are enough to save the family, home and community that she loves most.
In a well-developed essay, using evidence from the first two performance tasks along with the final chapters in the novel, discuss whether words
are powerful enough to change people’s perspectives and how they are or are not able to do so. List one example from earlier in the novel that
demonstrates the success or failure of words for Ana Rosa and one example from the final events of the novel that demonstrate the ability or
inability of Ana Rosa to change people’s perspectives about the circumstances facing her community.
Standards
RL.6.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a
decision.
W.6.1 Write arguments to support claims with clear reasons and relevant evidence
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization,
and analysis of relevant content.
W.6.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include
formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.6.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
W.6.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.6.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.
Introduction: Essential Question
Instructional Questions
●
What is historical fiction
and how does it differ from
other genres?
● Why is it important to
understand the historical
context of a text?
Learning Activities
Standards
Think- Pair-Share: There are many ways to use words. Some words
tell us how to get somewhere. Others tell us how to do or make things.
Student will think and answer the following question. Then, they will
share their answers with a classmate. Following, will be a whole class
discussion based on their responses. (What other ways do we use
words? What power do words hold?) on a Post-it and place it on chart
paper.
SL 6.1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 6
topics, texts, and issues, building on others’ ideas
and expressing their own clearly.
RL 6.2 Determine a theme or central idea of a text
and how it is conveyed through particular details;
provide a summary of the text distinct from
personal opinions or judgments.
● Which events are worth
writing about?
Anticipatory Guide: SWBAT to agree/disagree with statements that
will help them make connections with what they are going to read.
RL 6.4 Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings; analyze the
impact of specific words choices on meaning and
tone.
● How can we make
predictions using the title
of the book?
Novel Ideas: Anticipatory Activity with the title/cover of the book The
Color of My Words. What do you think a story called “The Color of
My Words” may be about?
RL.6.1 Cite textual evidence to support analysis of
what the text says explicitly as well as inferences
drawn from the text.
● What is power or being
powerful?
Meet the Writer: Students will build background knowledge about the
author and the book by reading about the author and where she comes
from. (Why is Lynn Joseph using this topic to write her book? What is
her purpose?)
● What power do words
hold?
● Are words powerful
enough to change people’s
perspectives? How? (EQ)
Supplemental Texts / Resources:
Whole Group Discussion: SWBAT define the term power/powerful
independently. Following, will be a class discussion based on their
responses. Finally, students will respond to the EQ (Are words powerful
enough to change people’s perspectives? How?) on a Post-it and place
it on chart paper.
Vocabulary:
Meet the author: Lynn Joseph
https://prezi.com/rj8hpphlur9f/biography-of-lynn-joseph/
https://teachinglatinamericathroughliterature.wordpress.com/2017/03/13/authors-corner-lynn-joseph/
https://thebrownbookshelf.com/2011/02/15/day-15-lynn-joseph/
Power, powerful, perspective, historical
fiction, predictions
Historical Fiction article
http://www.readworks.org/lessons/grade5/riding-freedom/genre-lesson
Tasks
Scaffolds / Support
Discussion Questions:
1. What other ways do we use words?
2. What power do words hold?
3. Define power and what it means to be powerful.
4. Are words powerful enough to change people’s perspectives? How?
5. Why is Lynn Joseph using this topic to write her book?
6. What is Lynn Joseph’s purpose for her writing her novel?
Language Frames: Prediction
Based on… I predict…
My prediction is…
I predict / imagine that…
Given …, I hypothesize that …
I foresee________ because…
I know this, because…
This means _____________, because…
Suggested Close Reading Passage
Discussion Questions
Overview
The first three chapters of The Color of My Words introduce students to the main character Ana Rosa and provide a basic understanding of her
family, which consists of herself, Mami, Papi, her older brother Guario, and her other siblings Roberto and Angela. The chapters also provide
insight into her way of life in the Dominican Republic, and her hopes and beliefs of becoming a writer in a country where silence is considered
self-defense. The only one who knows about her dream of becoming a writer is her mother, however she is opposed Ana Rosa’s dreams. Mami
tells Ana Rosa to keep her thoughts inside for a while because she doesn’t want Ana Rosa to get hurt. Mami fears the government and what it has
done to many who have attempted to write in the past. However, Ana Rosa’s desire to write lead her to steal her brother Guario’s notepad without
thinking of the consequences her actions might bring. Later on, Ana Rosa sits in the Gri Gri Tree and wonders about her future and the life around
her, she sees a whale which she believes to be a sea monster. At first no one believes Ana Rosa about the sea monster, but when it reappears in
Sosua, Mami is first to encourage Ana Rosa to write a story about it, eventually becoming the turning point for Ana Rosa and her writing.
Assessment Task 1
At the beginning of the novel, Ana Rosa encounters several obstacles that challenge her desire to become a writer in the face of the political
restrictions of her country. Yet by using her words, she is able to express herself as a writer and begins to receive recognition by others and herself
in what kind of influence her words and writing can have on her circumstances. In two well-developed paragraphs, list one obstacle Ana Rosa has
had to face to get to this point and how it discourages her from expressing herself and how she is eventually able to openly use her writing to
influence her community by the end of chapter three.
Be sure to include:
One obstacle Ana Rosa has had to face to get to this point and how it discourages her from expressing herself
How Ana Rosa is eventually able to openly use her writing to influence her community
Relevant Textual Evidence
Cause & Effect language
Chapter 1: Wash Day Pages 2-9
Instructional Questions
● What is a poem and how
does it differ from other
genres?
● How does the setting help
us to understand the
characters’ traits through
their actions and behavior?
● What is the point of view
of the story and how does
the POV affect a story?
● How does the author’s
choice of first-person POV
limit or restrict us as
readers?
● What are character traits
and how do the characters
in this book demonstrate
their traits?
● How does foreshadowing
allow readers to make
predictions of what would
happen in the text?
● What is tone? How do we
Learning Activities
Closed Reading: selected portions from the text with discussion
questions (see below)
Character Description Chart: As students read The Color of My Words,
they can complete the chart to show what the characters say and do, and
what this shows about those characters. Use evidence from the text to
support your responses.
● What character traits does Ana Rosa express?
● What character traits does Ana Rosa’s mother/father express?
Mami VS Papi Contrast Chart: Students will be able to contrast the
way Ana Rosa views her mother and father based on the descriptions
used in this chapter. Students will use the following questions as guide:
What her father/mother says (speech)
What her father/mother does (actions)
Ana Rosa’s relationship with her mother/ father
Think-Pair-Share: Students will discuss the point of view from which
the story is told by looking for clues that lead them to their response and
how it affects the story. Student will think about and answer the
following questions, then they will share their answers with classmates.
Following, there will be a whole class discussion based on their
responses.
●
What is the point of view of the story? Provide clues from the
chapters
●
How does the point-of- view affect a story?
Timeline: Students will agree on the facts of the reading and list the 2-3
most important facts on the timeline. This activity allow students to
practice sequencing words, transitional words and understanding main
Standards
RI 6.1 Cite textual evidence to support analysis of
what the text says explicitly as well as inferences
drawn from the text.
RL 6.6 Explain how an author develops the point of
view of the narrator or speaker in a text.
SL 6.1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 6
topics, texts, and issues, building on others’ ideas
and expressing their own clearly.
RL.6.3 Describe how a particular story's or drama's
plot unfolds in a series of episodes as well as how
the characters respond or change as the plot moves
toward a resolution.
RL 6.9 Compare and contrast texts in different
forms or genres (e.g., stories and poems; historical
novels and fantasy stories) in terms of their
approaches to similar themes and topics.
W 6.4 Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
find it?
● What is the tone of the
chapter? How do you
know?
● What is style? How do we
determine what style the
author is using?
idea. Discuss the story to fix the facts using: who, what, when, where,
and why.
Ana Rosa’s Obstacles Double-Entry Journal: Students will write about
the obstacles Ana Rosa faces that challenge her desire to become a
writer throughout the first three chapters. Students need to provide
examples and textual evidence to support their ideas. May be used as
evidence chart for PT1.
Supplemental Texts / Resources:
Vocabulary:
Setting: Map Presentation: Dominican Republic: Setting
https://www.cia.gov/library/publications/the-world-factbook/geos/dr.html
https://www.infoplease.com/country/dominican-republic
Joaquin Balaguer: President
http://www.nytimes.com/2002/07/15/world/joaquin-balaguer-95-dies-dominated-dominican-life.html
http://www.encyclopedia.com/people/history/dominican-history-biographies/joaquin-balaguer
Poem, setting, point of view, self-defense,
obstacles, political interference, juggle,
swirl, recite, gentle, tone, style
Tasks
Scaffolds / Support
Double Entry Journal: Poem Description Vs. Prose Reality: Students will use a Double entry
journal to contrast the way Ana Rosa describes Wash Day in the poem versus the reality of the day
with her mother at the river. Students will use the following guiding questions:
1. What is the tone Ana Rosa uses in the poem about Wash day? What is the actual tone during
wash day?
2. How do you think she feels about doing the laundry with Mami (in the poem/actual day)?
Chapter Focus Questions: Wash Day | Pages 2-9
1. What style is the beginning of this chapter written in? What do we learn from this poem?
2. What day is wash day? What happens on wash day?
Picture: Map of the World (Focus on the
Dominican Republic)
Picture pg. 4: President Joaquin Balaguer
3. Re-read the poem. Does it sound like Ana Rosa likes to do the laundry? How do you think she
feels about doing the laundry with Mami? How would you feel? (p. 2-3)
3. Why is wash day special to Ana Rosa? (p. 3)
4. What does Ana Rosa want to do more than anything in the world?
5. What one thing has Ana Rosa shared with Mami that no one else knows? (p. 4)
6. Does Mami encourage Ana Rosa to be a writer? (p. 4-5)
7. What do you think it means when Ana Rosa says “In daylight, silence is louder and angrier
than at any other time”? (p. 6)
8. Foreshadowing: What does Mami mean when she says: “You are this river, Ana Rosa, but
you must flow softly around the rocks on your way to meet the sea. There you can do as you
wish”? (p. 7)
9. What is the river a metaphor for?
10. Why does Mami compare Ana Rosa to a river and the rocks?
Discussion/Writing Questions
Character’s Motive: Reread pages 8–9. Why did Mami tell Ana Rosa to keep her thoughts inside for
a while?
Author’s Style: The author began each chapter with one of Ana Rosa’s poems. Why do you think she
did this?
Journal Quick-Write
Do you ever share a household chore with a parent, like cooking, doing dishes, laundry, or washing
the car? How does working together bring you and your parent closer?
Suggested Close Reading Passage
Pg. 8-9
“Many days and nights I thought about Mami's words. But no matter how I turned them or shook them
or chased them from my mind, they always came back telling me the same thing. Mami was scared.
Mami did not have to tell me what everyone on my Island knows. And what I know, too.
Writers have died here. At least those brave enough to hurl words at our government.
Discussion Questions
1.
What is Mami telling Ana Rosa
or warning her about?
2.
Why is Mami scared?
“But Mami,” I whispered as I hugged the wall between my bed and hers, “I write poems and stories”.
And in the hot, sticky darkness, I heard Mami’s answer, “Sometimes it is better to keep those things
inside-for a while.”
I was right. She was warning me to keep quiet. To wait until I left the Island and could write what I
wanted. When I didn’t live in a country where silence was self-defense.”
3. Why was the Dominican Republic
a country where silence was selfdefense?
Chapter 2: Words Pages 10-23
Instructional Questions
● What are character traits?
● How do the characters in
this book demonstrate their
traits?
● How do the actions and
words of a character define
their traits?
● How does a character’s
actions and behavior can
affect the relationship with
other characters?
● How can you infer the
socioeconomic status of
Ana Rosa’s family through
the circumstances and the
characters’ actions?
● How and why can
adversity bring an entire
family together?
Supplemental Texts / Resources:
Learning Activities
Standards
Closed Reading: selected portions from the text with discussion
questions (see below)
RL.6.1 Cite textual evidence to support analysis of
what the text says explicitly as well as inferences
drawn from the text.
Siblings’ Character Semantic Chart: Students will use a semantic chart
to describe Ana Rosa’s siblings’ character using the following:
What each sibling says
What each sibling does
What it reveals about each siblings’ character
SL 6.1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 6
topics, texts, and issues, building on others’ ideas
and expressing their own clearly.
Think-Pair-Share: Student will think about and answer the following
questions (How does the notepad represent Ana Rosa’s future?). Then
they will share their answers with classmates. Then, there will be a
whole class discussion based on their responses.
Timeline: Students will agree on the facts of the reading and list the 2-3
most important facts on the timeline. This activity allow students to
practice sequencing words, transitional words and understanding main
idea. Discuss the story to fix the facts using: who, what, when, where,
and why.
W 6.4 Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
RL 6.9 Compare and contrast texts in different
forms or genres (e.g., stories and poems; historical
novels and fantasy stories) in terms of their
approaches to similar themes and topics.
RL.6.3 Describe how a particular story's or drama's
plot unfolds in a series of episodes as well as how
the characters respond or change as the plot moves
toward a resolution.
Ana Rosa’s Obstacles Double-Entry Journal: Students will write about
the obstacles Ana Rosa faces that challenge her desire to become a
writer throughout the first three chapters. Students need to provide
examples and textual evidence to support their ideas. May be used as
evidence chart for PT1.
Vocabulary:
Traits, character traits, adversity, frantic,
pecking, sprinkling, careless,
socioeconomic status
Tasks
Chapter Focus Questions
1. What do you think Ana Rosa means about her words walking away? (p. 10)
2. What is it that Ana Rosa wants more than anything? Can you imagine what it would be like to
not have paper to write on? Why can’t Ana Rosa get a notebook just for her poems? (p. 11)
3. Why can’t Ana Rosa have Guario’s notebook? What does Guario do? (p. 12)
4. What does Ana Rosa do when she finds herself alone with Guario’s notebook? (p. 13-15)
5. What happens the next morning when Guario realizes that his notebook is missing? (p. 16-18)
6. Do you think that Mami knows what happened to the notebook (p. 17)
7. Why do you think Mami makes such a special lunch? What effect does it have on the family?
(p. 19-21)
8. How does the family solve the problem of Guario’s notebook? (p. 21)
9. How does Guario respond when Ana Rosa admits what she’s done? (p. 22-23)
10. What do Guario and Ana Rosa both have in common? (Hint: it’s a feeling) (p. 22)
Discussion/Writing Questions
1. Why doesn’t Mami tell everyone that Ana Rosa took the notebook?
2. Explain how Ana Rosa suddenly understands what Gaurio means about wanting a future on
page 22.
3. How does the notepad represent Ana Rosa’s future?
4. How and why does adversity, such as losing a notebook, bring the entire family together?
5. What does Ana Rosa mean in her poem “Words” when she writes that words can “get lost in
the crowd” or that they can “slip off the edge and drown”?
Journal Quick-Write
Have you ever wanted something as bad as Ana Rosa wants a notebook and Guario wants a future?
What was it? Were you able to get it? How did you succeed? What obstacles were or still are in the
way of you getting it?
Scaffolds / Support
Suggested Close Reading Passage
Discussion Questions
Pg. 13-16
“So I wrote. First one page, then another and another. I stopped when I had filled five pages with words
about Mount Isabel de Torres, and about Sosúa Beach, which I love. I wrote about the niños, and about
climbing my favorite gri gri tree. I wrote a poem about Angela, my beautiful, silly older sister who
knew nothing but how to smile at men passing by our porch. I wrote about my brother Roberto who
worked hard in the sun renting beach chairs to tourists. Suddenly the lights went out. It was another
power blackout. A good thing, too, because I might not have stopped writing.
…
I felt the pages in my pocket. Just a couple more, I thought. No one would know at all. I tiptoed back
inside and lit a candle. I sat at the table and wrote under the candle’s light. I wrote one page after
another until there were no more empty pages in Guario’s notebook.
…
I nodded and swallowed. I put my hand over the notepad in my pocket and slipped out of the room. I
went into the bedroom that I shared with Angela. I sat on the bed with my hand in my pocket, holding
my secret close. Finally I reached under the thin mattress and stuffed the notepad as close to my side of
the bed as I could.”
1. What does Ana Rosa do when she
finds herself alone with Guario’s
notebook? (p. 13-15)
Pg. 22-23
“I took your notepad,” I whispered into his shirt. “I’m sorry.”
Guario kept stroking my hair. After a while, he said, “I know what it feels like.”
“How what feels like?” I asked.
“To want something so bad.”
“What have you wanted so bad?” I asked, looking up at him.
“A future,” he answered. And then I saw the tears in his eyes for real. This was not the first time I had
heard Guario talk about wanting a future. I just never paid it any attention. But to be right there at that
moment hearing and seeing him, the whole world tilted for the first time away from me, me, me to
someone else- my big brother.
Guario and I stood at the corner with our arms around each other as all the motorcycles taxis drove by
blowing their horns. It was the first time I knew that words could not tell everything.”
1. Why did Ana Rosa tell Guario
that she took the notepad?
2. Why did Ana Rosa steal Guario’s
notepad?
2. Guario knew how it felt to really
want something. What did he
want?
3. Explain how Ana Rosa suddenly
understands what Gaurio means
about wanting a future on page
22?
Chapter 3: The Gri Gri Tree Pages 24-43
Instructional Questions
● How do the actions and
words of a character define
their traits?
Learning Activities
Standards
Closed Reading: selected portions from the text with discussion
questions (see below)
RL.6.1 Cite textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the text.
Timeline: Students will agree on the facts of the reading and list the 2-3
● How does the setting affect most important facts on the timeline. This activity allow students to
the development of the
practice sequencing words, transitional words and understanding main
plot?
idea. Discuss the story to fix the facts using: who, what, when, where,
and why.
● How does the author’s use
of figurative language
Views on Ana Rosa’s Gri Gri Tree Chart: Each member of Ana Rosa’s
paint a vivid image for the family reacts differently to her sitting in the tree. Students will be able
reader\?
to complete the chart by describing how each member of the family
describes Ana Rosa’s sitting in the tree and what their different
● What is mood and how
reactions tell you about each character including: Mami, Papi, Roberto,
does the mood help to
Angela and Guario.
better understand a
situation?
Think-Pair-Share: Student will think about and answer the following
questions (Why do you think Ana Rosa says that, deep down, she
● What type of mood is
“understood exactly how the sea monster must feel”? How do you think
established at the
the sea monster feels?). Then they will share their answers with
beginning/middle/end of
classmates. Then, there will be a whole class discussion based on their
the story? How does the
responses.
narrator feel?
Ana Rosa’s Obstacles Double-Entry Journal: Students will write about
● How does writing make a
the obstacles Ana Rosa faces that challenge her desire to become a
person more thoughtful and writer throughout the first three chapters. Students need to provide
interesting?
examples and textual evidence to support their ideas. May be used as
evidence chart for PT1.
RL 6.4 Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings; analyze the
impact of specific words choices on meaning and
tone.
SL 6.1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 6
topics, texts, and issues, building on others’ ideas
and expressing their own clearly.
W 6.2 Write informative/explanatory texts to
examine a topic and convey ideas, concepts, and
information through the selection, organization, and
analysis of relevant content.
W 6.4 Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
RL.6.5 Analyze how a particular sentence, chapter,
scene, or stanza fits into the overall structure of a
text and contributes to the development of the
theme, setting, or plot.
Supplemental Texts / Resources:
Vocabulary:
Vocabulary Activity
http://www.coe.fau.edu/vocabularyproject/grade5/unit5/Gri-Gri-pre.pdf
Illustration of chapter Gri Gri Tree
http://www.glencoe.com/mhln/isbn/MMH/FL09/te/g5/unit5_week5_2.pdf
Cloze-Reading Activity
https://quizlet.com/5535367/gri-gri-tree-reading-flash-cards/
Gri Gri Tree, trudging, emerged,
trembling, plodding, hiking, appeared,
surfaced, wobbly, wavering, ventured,
inquired, unreasonable, figurative
language, mood, vivid
Tasks
Scaffolds / Support
Ana Rosa’s Mind Mirror: Thoughts & Emotions (Including a direct quote, original phrase, symbol
and image to show Anita’s thoughts and confusion). At the end of the chapter, students will create a
mind mirror of Ana Rosa and the turning point for her and her writing after she recited the story about
the sea monster.
Picture of Gri Gri Tree
Picture of Sosúa Beach
Picture of Sea Monster (Whale)
Sentence Frames
Assessment Task 1
At the beginning of the novel, Ana Rosa encounters several obstacles that challenge her desire to
become a writer in the face of the political restrictions of her country. Yet by using her words, she is
able to express herself as a writer and begins to receive recognition by others and herself in what kind
of influence her words and writing can have on her circumstances. In two well-developed paragraphs,
list one obstacle Ana Rosa had to face to get to this point and how it discourages her from expressing
herself and how she is eventually able to openly use her writing to influence her community by the
end of chapter three.
Chapter Focus Questions
1. How does Ana Rosa feel when she’s in her Gri Gri Tree? (p. 24-25)
2. Why was the gri gri tree so important to Ana Rosa? Why do people think that there is
something wrong with Ana Rosa? (p. 25-26)
3. Describe what Ana Rosa can see from the Gri Gri Tree (use vivid language) (p. 27-28)
- In the text is says...
- This proves that…
4. What surprising thing does Ana Rosa see from the Gri Gri tree one day? (p. 28)
5. How do Ana Rosa’s neighbors and family react when she tells them about what she sees?
What changes their minds? (p. 29-33)
6. Why doesn’t Ana Rosa rush to tell anyone the second time she sees the sea monster? (p. 32)
7. Do you think that the sea monster is really a monster? What else could it be? There is some
disagreement among the neighbors as to whether or not they should let anyone know about the
sea monster. What are the two opinions? (p. 34-35)
8. Who suggests that Ana Rosa should write the story about the sea monster? What do we learn
about Mami from this? (p. 37)
9. How does Ana Rosa’s family begin to support her dream of being a writer?
10. How does the whale help Ana Rosa change people’s opinions of her?
Discussion/Writing Questions
1. Why is Ana Rosa so “different”?
2. Why does Ana Rosa think no one would understand that she wants to be a writer? Is she
ashamed? Afraid? Shy?
3. How does the community respond to Ana Rosa’s story? How is this a turning point for Ana
Rosa and her writing? (p. 40-42)
Journal Quick-Write
Mami encouraged Ana Rosa to write. Who in your life encourages you? What do they encourage you
to do? Why?
Suggested Close Reading Passage
Pg. 40-43
“I stood there trembling, holding that notebook with my story close to my heart. I knew right then that
this was it. The whole world would find out about me.
I stopped thinking. I just started to read. I did not look at anyone, not Papi, or Mami or Angela. I read
and read until I turned to the last page of the story. There the other sea creatures invited the lonely sea
Discussion Questions
1. Why do you think Ana Rosa
focused on Guario’s face only?
2. What do you think Mami meant
when she said “it had nothing to
do with luck”?
monster to a big underwater fiesta, even though there is no one else like him around, and even though
he is so big that he knocks over many of them with his big nose and tail.
…
It was Guario’s face I focused on. He was smiling. My big strong brother who worried about our future,
my serious Guario who almost never smiled, suddenly led out a loud whoop and grabbed me up. He
spun me around and around.
“Little sister, I am buying you a new notebook every month no matter what!” he shouted.
I closed my eyes so I wouldn’t start crying there in front of all the neighbors. Guario always kept his
promises. I would be able to write down everything now, everything I thought or dreamed or felt or saw
or wondered about. I was so happy I thought I would leap as high as the sea monster.
I heard shouts of how great my story was and people congratulating Papi and kissing Mami’s cheeks
telling them how lucky it was that I was so smart. I heard Mami saying it had nothing to do with luck. I
grinned and went over to her. She put her arm around me and squeezed my shoulders.
“You’re going to write many stories, remember, cara?” she whispered in my ear. It was the happiest
night in my life.
…
But while he was in Sosúa, I watched him every day from my gri gri tree. The beautiful black-andwhite sea monster had helped me to make my dream come true. I loved the whale. And I named him
Guario.”
3. Why do you think that Ana Rosa
names the sea monster Guario?
Explain. (p. 43)
4. How does the community respond
to Ana Rosa’s story?
5. How is this reaction a turning
point for Ana Rosa and her
writing?
Overview
Throughout Chapters 4-7, Ana Rosa encounters obstacles in her life in which she realizes that her words and writing alone are not enough to
overcome them. First, Ana Rosa does not know how to dance the merengue. Her father was a very talented dancer, so he decides to teach Ana
Rosa how to dance. As Ana Rosa becomes frustrated due to her inability to learn, Papi brings her to the sea because he knows that she will love it
and asks her to feel the music through the sea. Then, Ana Rosa becomes disappointed when her brother's handsome friend, Angel Rodriguez, the
love of her life, becomes infatuated with her older sister. Ana Rosa is in love with him but Guario talks to her and makes her realize things about
love and that she could not have him. Lastly, Ana Rosa learns that she is illegitimate making her feel confused and upset when she learns that Papi
was not her real father. But after thinking and fighting with herself, Ana Rosa realizes that Papi will still be Ana Rosa's dad in her heart and that
she has power over her words.
Assessment Task 2
Ana Rosa always tries to use the power of her words to deal with the obstacles in her life, yet she soon discovers that words alone are not always
enough. Instead, she finds she must rely on the words of her family members to confront the social realities of growing up. In two well-developed
paragraphs, mention an instance where Ana Rosa’s own words are not enough to take control of her situation and analyze how Ana Rosa is able
to overcome this situation through the words of a family member.
Be sure to include:
An instance where Ana Rosa’s own words were not enough to take control of her situation
An analysis of how Ana Rosa is able to overcome this situation through the words of a family member
Relevant Textual Evidence
Chapter 4: Merengue Dream Pages 43-59
Instructional Questions
Learning Activities
● How does the setting affect Closed Reading: selected portions from the text with discussion
the actions and behavior of questions (see below)
a character?
Timeline: Students will agree on the facts of the reading and list the 2-3
● What figurative language most important facts on the timeline. This activity allow students to
practice sequencing words, transitional words and understanding main
is used to engage the
idea. Discuss the story to fix the facts using: who, what, when, where,
readers?
and why.
● How is Ana Rosa a product
of her environment?
4-Step Quote Analysis: SWBAT will use the following quote to explain
the significance of it: "At that moment, my Papi was everything I had
always wanted him to be." (59). Students may use the following
● How is Ana Rosa’s dream
questions as a guide: (What does Ana Rosa mean when she refers to her
of dancing merengue
father as everything she ever wanted him to be?)
similar to her dream of
1.
Who said it?
being a writer?
2.
What is happening in the story when the quote is being said?
3.
What does it reveal about the character, themes, conflict, etc.?
● How can a person’s opinion
4.
How can you interpret the quote?
of someone change? Why
would this be so?
Metaphors Alert: A metaphor makes a comparison of two unlike things
● How does the presentation without using “like” or “as”. When Ana Rosa says, “I was a balloon
or new information in a text finally free of its string,” (pg. 58), what two things is she comparing?
change our opinions about Find other metaphors in the chapter and tell what they compare.
the characters?
Merengue Dream Vs Writer Dream Compare Chart: After students
read this chapter, they will compare how Ana Rosa’s dream of dancing
merengue is similar to her dream of being a writer. Students will use
the following questions as guide: Why does she want it? What was the
obstacle? How did she overcome the obstacle?
Standards
RL.6.1 Cite textual evidence to support analysis of
what the text says explicitly as well as inferences
drawn from the text.
RL 6.4 Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings; analyze the
impact of specific words choices on meaning and
tone.
SL 6.1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 6
topics, texts, and issues, building on others’ ideas
and expressing their own clearly.
W 6.4 Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
RL.6.5 Analyze how a particular sentence, chapter,
scene, or stanza fits into the overall structure of a
text and contributes to the development of the
theme, setting, or plot.
Supplemental Texts / Resources:
Chapter Vocabulary
https://www.quia.com/jg/1569933list.html
Vocabulary:
Sway, swirl, tremble, buckle, subside,
cradle, perched, sancocho, platanos,
chinas, colmado, hovering, leaked,
teetered, hibiscus, refuse, persisted,
metaphor
Tasks
Scaffolds / Support
Chapter Focus Questions
1. What is Ana Rosa describing in her merengue poem? (p. 43)
2. Does it sound like music is an important part of life in the Dominican Republic? (p. 44)
3. Describe what Ana Rosa’s neighborhood looks like. (p. 44)
4. What happens on Guario’s paydays? (p. 46)
5. Why does Ana Rosa love and hate the fiesta days? (p. 47-48)
6. How does Ana Rosa’s Papi change on fiesta days? What is he like? What is the cause of this
change? (p. 46,49-50)
7. How is Papi different the morning after the fiesta? What is his plan for Ana Rosa? (p. 51-52)
8. How does Ana Rosa do with the dance lessons?
9. What does she mean when she says “that words could not help me”? (p. 52-53)
10. Where does Papi take Ana Rosa on the second day of dance lessons? Why do you think he
chooses this location? (p. 56-58)
11. In the end, does Ana Rosa learn how to dance? (p. 59)
12. What does this chapter tell us about the kind of person Papi is?
Language for Making Inferences:
● Based on ... I infer that ...
● I infer that... based on…
● I anticipate that...
● After reviewing… I conclude…
● After carefully examining… I
deduce…
● After considering… I interpret…
● After contemplating… I
speculate...
Discussion/Writing Questions
1. How is Ana Rosa’s dream of dancing merengue similar to her dream of being a writer?
2. What does music and dancing represent to Ana Rosa? How does music and dancing connect
her to her culture? To her father? To nature?
3. Describe the relationship between Ana Rosa and her father. Why does she refer to his drinking
rum so often?
Journal Quick-Write
Ana Rosa has difficulties learning how to dance until Papi takes her to the beach to hear the “music”
of the sea. Describe something that was difficult for you to learn how to do and how you overcame the
challenge.
Suggested Close Reading Passage
Pg. 52
“Then listen to the words,” Papi persisted. “You love words; listen and dance to them.”
It sounded like good advice, but for once I realized that words could not help me. I could not dance to
words any easier than I could to the rhythm that seeped so secretly into everyone but me.
All morning Papi tried to teach me to dance but the harder he tried, the more my feet tangled with his.
“It’s no use, Papi,” said Angela, who was watching us from the kitchen window.
“Nunca,” said Papi. “She will learn. We just have to find a way for her to feel the music”.
Discussion Questions
1. Why did Papi want Ana Rosa to
learn to dance?
2. What does Ana Rosa mean when
she says “words could not help
me”?
3. Inference: How do you think Ana
Rosa feels when writing/words
can’t help her or are not enough
for her to learn how to dance?
Chapter 5: My Brother’s Friend Pages 60-77
Instructional Questions
● What figurative language
is used to engage the
reader?
● How does foreshadowing
allow the reader to make
predictions of what would
happen in the text?
● What type of mood is
established at this point in
the story?
● How does the mood make
the reader feel?
● How do the actions and
words of a character define
their traits?
● What can we infer about
Ana Rosa’s expectations of
growing up?
Learning Activities
Standards
Closed Reading: selected portions from the text with discussion
questions (see below)
RL.6.1 Cite textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
Timeline: Students will agree on the facts of the reading and list the 2-3
most important facts on the timeline. This activity allow students to
practice sequencing words, transitional words and understanding main
idea. Discuss the story to fix the facts including: who, what, when,
where, and why.
RL 6.2 Determine a theme or central idea of a text
and how it is conveyed through particular details;
provide a summary of the text distinct from
personal opinions or judgments.
Simile Alert: Similes A simile is a comparison of two unlike things
using “like” or “as”. Ana Rosa is in love with Angel. Reread page 54.
Why did she compare him to a book? Write other similes you find in the
chapter and explain what two things are being compared.
Mood Change Vocabulary Chart: The mood in this chapter changes
from happy to sad. Students will use the chart to tell how the author
used specific vocabulary words at the beginning and at the end of the
chapter in order to help create the two different moods.
Think-Pair-Share: Student will think about and respond to the
following quote (What does Ana Rosa mean on page 73 when she says,
“I must have dreamed wrong if I feel like this”?). Then they will share
their answers with classmates. Then, there will be a whole class
discussion based on their responses.
Angel’s Semantic Chart: SWBAT write about Angel’s character using
a semantic flower where they describe the following: physical
characteristics, what he says, what he does. This will help define what
RL 6.4 Determine the meaning of words and
phrases as they are use in a text, including
figurative and connotative meanings; analyze the
impact of specific words choices on meaning and
tone.
SL 6.1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 6
topics, texts, and issues, building on others’ ideas
and expressing their own clearly.
W 6.2 Write informative/explanatory texts to
examine a topic and convey ideas, concepts, and
information through the selection, organization, and
analysis of relevant content.
RL.6.5 Analyze how a particular sentence, chapter,
scene, or stanza fits into the overall structure of a
text and contributes to the development of the
theme, setting, or plot.
type of character Angel is.
Supplemental Texts / Resources:
Vocabulary:
Bruise, scrape, strain, stub, gale, trailed,
smudge, tempted, nochebuena, infer
mood, simile
Tasks
Chapter Focus Questions
1. Just from reading the poem on pages 60-61, describe how Ana Rosa feels about her brother’s
best friend. Predict what you think this chapter will be about. What is the one thing that can
distract Ana Rosa from her writing? (p. 61)
2. How are Angel and Guario different? (p. 63-64)
3. Describe the Nochebuena traditions. (p. 65)
4. Why is Ana Rosa more excited than usual for this particular Nochebuena? (p. 65-67)
5. What happens when Angela, Guario and Ana Rosa arrive at the party?
6. Who does Angel notice? How does this make Ana Rosa feel? (p. 71-72)
7. How does Guario attempt to comfort Ana Rosa at the party? What does this demonstrate about
their relationship? (p. 73-75)
8. Do you think that Guario has never really loved anyone? Or is he trying to protect Ana Rosa
by not telling her the truth? (p. 75-76)
9. Foreshadowing: “What I didn’t know was that my own future was galloping toward me like a
riderless horse, and with it were a lot of questions that only I could answer” (p. 77). What do
you think Ana Rosa is saying about her future?
10. Make a prediction: what do you think might happen to Ana Rosa and her family?
Discussion/Writing Questions
1. Both Guario and Ana Rosa told each other that they didn't need words to know everything.
Explain what this means.
Scaffolds / Support
2. Roco Café’s holiday party represents a turning point in Ana Rosa’s life in several ways,
describe how.
Journal Quick-Write
Guario helped Ana Rosa feel better when she learned that Angel liked Angela. Have you ever helped
someone feel better? What was the problem? How did you help?
Suggested Close Reading Passage
Pg. 62-63
“I knew I was in love with Angel because just thinking about him made me feel sick. It was the
sickness of wanting something I could never have. Like the books, thick and lovely with words, that I
could never hold. Bookstore owners looked at me in my faded school uniform and closed their lips tight
as they shook their heads. I might smudge the pages, they said. So I stood, hands behind my back so I
wouldn’t be tempted, staring at books I couldn’t open.
That’s how it was with Angel. I stared at his smiling face, his smooth brown muscles, and kept my
thoughts behind my back.”
Discussion Questions
1. How does Ana Rosa describe
what loving Angel is like?
2. What does she compare it to?
Why does she compares him to
that?
3. How is the love for Angel an
obstacle for Ana Rosa that cannot
be resolved with words/writing?
Chapter 6: One Sunday Pages 78-93
Instructional Questions
Learning Activities
● How can something be both Closed Reading: selected portions from the text with discussion
good and bad at the same
questions (see below)
time?
Small Group Discussion: Students will analyze and discuss conflict
● What type of conflicts are
scenarios with their assigned group.
there in literature?
Timeline: Students will agree on the facts of the reading and list the 2-3
most important facts on the timeline. This activity allow students to
● What is Ana Rosa's
practice sequencing words, transitional words and understanding main
internal conflict?
idea. Discuss the story to fix the facts using: who, what, when, where,
● How can the actions of the and why.
characters create suspense
in the plot of a story?
● How does the author use
suspense to engage the
reader?
● What kind of power does
writing give a person?
● How can new information
change a character’s
actions and emotions?
4-Step Quote Analysis: SWBAT will explain the significance of the
following quote: "For five minutes the words fell around me in places I
couldn't reach. I gave up trying to gather them into anything sensible."
(86). Students may use the following questions as a guide: (Briefly
describe what is going on during this part of the chapter, then explain
what you think the author is trying to convey?)
1. Who said it?
2. What is happening in the story when the quote is being said?
3. What does it reveal about the character, themes, conflict, etc.?
4. How can you interpret the quote? What is the author trying to
convey?
Think-Pair-Share: Student will think about and respond to the
following questions (What is suspense? How does the author create
suspense through the characters actions in page 86?). Then they will
Standards
RL.6.1 Cite textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
RL 6.4 Determine the meaning of words and
phrases as they are use in a text, including
figurative and connotative meanings; analyze the
impact of specific words choices on meaning and
tone.
SL 6.1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 6
topics, texts, and issues, building on others’ ideas
and expressing their own clearly.
W 6.2 Write informative/explanatory texts to
examine a topic and convey ideas, concepts, and
information through the selection, organization, and
analysis of relevant content.
W 6.4 Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
RL.6.5 Analyze how a particular sentence, chapter,
scene, or stanza fits into the overall structure of a
text and contributes to the development of the
theme, setting, or plot
share their answers with classmates. Then, there will be a whole class
discussion based on their responses.
Supplemental Texts / Resources:
Vocabulary:
Storyboard
http://www.storyboardthat.com/storyboards/dpxyy/the-color-of-my-words
Flinging, sharp, vest, rickety, stroll,
stumble, lurch, clutch, utter, fortify,
squirm, mutilate, mule, saddle, sturdy,
beloved, swiftly, clumsy, hunch, faraway,
convey, conflict, internal conflict,
suspense, personification
Tasks
Scaffolds / Support
Assessment Task 2
Ana Rosa always tries to use the power of her words to deal with the obstacles in her life, yet she
soon discovers that words alone are not always enough. Instead, she finds she must rely on the words
of her family members to confront the social realities of growing up. In two well-developed
paragraphs, mention an instance where Ana Rosa’s own words are not enough to take control of her
situation and analyze how Ana Rosa is able to overcome this situation through the words of a family
member.
Visual- Aid: Conflict Chart
SWBS Chart
Somebody… ( a person who wants
something)
Wanted…
(the thing the person needs)
But…
(The problem that is getting
in the way of what the person needs)
So……..
(The solution to the
problem)
Chapter Focus Questions
1. Describe what Sundays are like for Ana Rosa.
2. Why is Sunday both Ana Rosa’s favorite day and the one she fears the most? Explain.
3. Reread page 70. How did Mami feel about Papi when he was drunk?
4. What secret does Ana Rosa find out about her life and how does it make her feel at first?
5. How is the Sunday beach day significant to the rest of this story?
6. What is the connection between what happens on Sundays to what Ana Rosa discovers about
herself?
7. Reread pages 75–76. How did Ana Rosa feel when she learned the stranger was her father?
8. Why did Ana Rosa go to the beach after she got the news about her father?
9. After finding out about her father, Ana Rosa said, “I would never be the same Ana Rosa
Hernandez again.” Why will Ana Rosa never be the same again? Use your own words to tell
what she meant.
10. Reread page 79. How does Ana Rosa think writing will help her deal with her feelings about
Papi?
Discussion/Writing Questions
1. What does Ana Rosa mean when she says that Mami was acting like a “star that had exploded
on earth and was tearing up everything in her path?”
2. Ana Rosa dunks herself in the blue water with her arms outstretched in the shape of a cross and
says, “I would never be the same Ana Rosa Hernandez again” pg. 90. What is significance of
the cross symbol, the water and her words?
3. On page 92, Ana Rosa discovers her power over “words.” Describe what she means by that.
How does she plan to use her power over words to make her family’s life better?
Journal Quick-Write
Ana Rosa was confused and upset when she learned that Papi was not her father. Describe: How
would you feel? Why would you feel this way?
OR
Have you ever felt betrayed by family or friends? How did you react to this betrayal?
Suggested Close Reading Passage
Pg. 89-91
I walked down the beach searching for quiet, but the sound of the wind and the waves made that
impossible.
There was no quiet- it was as loud as if a thousand windows were open and you could hear the voices
of all your neighbors.
…
Discussion Questions
1. Why did Ana Rosa go to the
beach after she got the news about
her father?
2. After finding out about her father,
Ana Rosa said, “I would never be
the same Ana Rosa Hernandez
I closed my eyes against the stinging sun and sat down on the sand. When the sun had filled up all the
spaces of my skin with its heat, I stood up and walked into the water, my arms outstretched at my sides.
It was so clear that I could see my shadow in the water. I was a dark cross below the surface. The
beautiful clear water opened for me and I slipped below, letting the coolness fill me up.
I would never be the same Ana Rosa Hérnandez again.
…
I wished I could stay there forever surrounded above and below by the blueness of heaven and water. A
place where words did not exist. Nothing but a circle of darkness spreading inside me”.
again.” Why will Ana Rosa never
be the same again? Use your own
words to tell what she meant.
3. How are words the enemy for Ana
Rosa in this moment?
Pg. 91-93
“I closed my eyes to all the blueness around me and thought about my mother-- my Mami-- my washday friend-- my Stand up straight and never look down force-- my “You will write stories, cariño”
believer. From somewhere inside myself, I knew that Mami needed me and that she had a whole bunch
of words and questions fighting her like I did. And if we didn’t stick together then one dark night those
very same questions would eat us up and spit out bones across the sand.
1. Personification alert: what does
Ana Rosa mean when she said
“those very same questions would
eat us up and spit out bones across
the sand”?
But I was a writer, wasn’t I? I loved words. To me, my Papi was still my Papi and words didn’t have to
be the enemy destroying my family. I had a power over them.
2. Why did Ana Rosa consider
words “the enemy”?
I could make words into anything I wanted. Not lies, not tales of sorrow, but the opposite. I could
rewrite everything to make my not-Papi’s Sunday eyes disappear and maybe bring my Mami’s faraway
Sunday face back to us… to him.
3. Ana Rosa discovers her power
over “words.” Describe what she
means by that.
One girl’s words, I thought, can they be that powerful? It was time to find out. I would write a poem, I
decided, and I would give it to Mami and Papi and they would know then how words are everything
and nothing all at the same time.”
4. How does Ana Rosa plan to use
her power of words to make her
family’s life better?
Overview
It's Ana Rosa's 13th birthday and despite the same treatment the family is giving her, she would never feel the same way again because of the news
she received. When Ana Rosa learns that the government tries to destroy the houses in the village to make room for foreign investors, she writes an
article quoting her beloved older brother, Guario, and tries to get support for protecting their homes. Her article is distributed by three newspapers,
but her words are not powerful enough to divert money, contracts, bulldozers, and guns. On her 13th birthday, the government troops arrive,
shooting begins, and Guario is killed. Six months later, as a late birthday celebration, Ana Rosa receives a typewriter and hundreds of sheets of
white paper. As Ana Rosa struggles to find her own voice and a way to make it heard, Ana Rosa realizes the power of her words to transform the
world around her, and to transcend the most unthinkable of tragedies. In the end it is Ana Rosa's writing and her family's gift of a typewriter that
restore her sense of wholeness. She knows she must write Guario's story for all to read and know how brave and strong Guario was.
Summative Task
By the end of the novel, Ana Rosa is confronted with the power of her words, both in their hopeful and destructive qualities. Yet, despite this
power, she is also faced with the challenge of whether her words are enough to save the family, home and community that she loves most.
In a well-developed essay, using evidence from the first two performance tasks along with the final chapters in the novel, discuss whether words
are powerful enough to change people’s perspectives and how they are or are not able to do so. List one example from earlier in the novel that
demonstrates the success or failure of words for Ana Rosa and one example from the final events of the novel that demonstrate the ability or
inability of Ana Rosa to change people’s perspectives about the circumstances facing her community.
Be Sure to Include:
An argument of whether words are powerful enough to change people’s perspectives and how they are able to do so
One example from earlier in the novel that demonstrates the success or failure of words for Ana Rosa
One example from the final events of the novel that demonstrate the ability or inability of Ana Rosa to change people’s perspectives about the
circumstances facing her community
Relevant Textual Evidence
Opinion Language
Chapter 7: The Colors of Power Pages 94-125
Instructional Questions
● How can the power of
words be used for negative
and positive outcomes?
● How is the power of the
Dominican government
demonstrated against the
villagers?
● What is Ana Rosa's family
external/internal conflict?
● How can an author’s use of
symbolism deepen a
reader’s understanding of a
text?
● How does the author’s use
of suspense engage the
reader?
●
When is it okay to voice
your opinion?
● What qualities do good
leaders have?
Learning Activities
Standards
Closed Reading: selected portions from the text with discussion
questions (see below)
RL.6.1 Cite textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
Timeline: Students will agree on the facts of the reading and list the 2-3
most important facts on the timeline. This activity allow students to
practice sequencing words, transitional words and understanding main
idea. Discuss the story to fix the facts using: who, what, when, where,
and why.
RL 6.4 Determine the meaning of words and
phrases as they are use in a text, including
figurative and connotative meanings; analyze the
impact of specific words choices on meaning and
tone.
Triple T Chart of Ana Rosa’s “helping” to write the article: Students
will complete a Triple T-chart after analyzing how Ana Rosa views the
way she’s helping his family and the community by writing the article
to the government.
●
What Ana Rosa THINKS she’s doing
●
What Ana Rosa is ACTUALLY doing
●
What the EFFECTS of her actions are
Words: Power VS Powerless Chart: SWBAT write down instances
throughout the novel where words were powerful enough or powerless
to change people’s perspectives. Use relevant textual evidence to
support your idea and explain how words were or were not enough to
change someone’s perspective in the novel. May be used as evidence
chart for ST.
Think-Pair-Share: Student will think about and respond to the
following questions (Why was Guario considered a good leader? What
qualities do good leaders have?). Then they will share their answers
SL 6.1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 6
topics, texts, and issues, building on others’ ideas
and expressing their own clearly.
W 6.2 Write informative/explanatory texts to
examine a topic and convey ideas, concepts, and
information through the selection, organization, and
analysis of relevant content.
RL.6.5 Analyze how a particular sentence, chapter,
scene, or stanza fits into the overall structure of a
text and contributes to the development of the
theme, setting, or plot
with classmates. Then, there will be a whole class discussion based on
their responses.
Supplemental Texts / Resources:
Vocabulary:
Taíno Chief Guarocuya
https://books.google.com/books?id=A8XmCwAAQBAJ&pg=PA92&lpg=PA92&dq=who+was+Ta%
C3%ADno+Chief+Guarocuya&source=bl&ots=VKkP5hEZI8&sig=mZitnm2SjLY7_T34pb9ResrL7a
Y&hl=en&sa=X&ved=0ahUKEwjI_7TgkZbVAhWEzz4KHUJVBxMQ6AEIOTAF#v=onepage&q=
who%20was%20Ta%C3%ADno%20Chief%20Guarocuya&f=false
Blare, shimmer, fling, village, foreign,
slogans, striding, leaflets, Pivoted, rebels,
corrupt, la guardia, bulldozer, agony,
budge, leader, outcomes, external
conflict, symbolism
Tasks
Scaffolds / Support
Chapter Focus Questions
1. Conflict: Describe what the government wanted to do with the land in Ana Rosa's village.
2. Plot: Why were the people upset that the government wanted to buy their land?
3. Inference: Why was Mami worried about Guario?
4. Why did Guario and his neighbors want to fight for their land?
5. Symbolism: Who is Mr. Moreno? What does he symbolize in the story?
6. Guario says on pages 101‐102 that finding your future means finding “the something special
you do with your life.” Do you know what your “something special” is that you want to do
with your life? Are you doing anything now towards achieving it?
7. Ana Rosa compares Guario to Taino Chief Guarocuya who defied the Spanish conquistadors.
How is Guario similar to Guarocuya for whom he was named?
8. How is the power of the Dominican government demonstrated against the villagers? What are
the government’s reasons for wanting their land?
9. Who is la guardia? Why are they coming to the village?
10. Conflict: Describe what happens after la guardia arrives at the village.
11. How did Ana Rosa’s family and the neighbors react to the bulldozers?
Discussion/Writing Questions
1. What does Guario mean on page 114 when he says “our words aren’t enough” and that, “It’s
Picture of Taíno Chief Guarocuya
Picture of la guardia
Picture of bulldozers
people who can do anything.” Why weren’t words enough to help the family and
neighborhood?
2. Why weren’t Ana Rosa’s and Guario’s words enough to save the land?
Journal Quick-Write
On page 101, Ana Rosa writes down all that she has learned while she was 12, and her plans for her
13th year. Think about all that you want to learn to do in your next year and make a list of your goals.
OR
Guario was named after a Taíno fighter. Tell about your name or names in your family. Were you
named after another person? What is a name you would pick for yourself? Why?
Suggested Close Reading Passage
Discussion Questions
Pg. 109-111
“The people asked me to write an article, which could be sent to the newspapers. Guario spoke and I
wrote down his words. Then I fixed it up so it read like a real story with a beginning and a middle but
with no end. Instead I put a question: “What will they do next?”
1. Foreshadowing: Why didn’t
Mami like the article Ana Rosa
wrote? Why was she worried
about Ana Rosa?
Someone typed up the article at an office and made hundreds of copies. It was amazing to see
something I had written look so neat and official.
Everyone liked the article except for Mami. When she saw it, she started to cry and I knew it was
because of those rocks in the river she was afraid of. The ones that I was supposed to slip softly over
until I got out to that big sea, far from our Island.
“It’s all right, Mami,” I said. “We have to do this.”
“No, cariño,” she whispered, “not you. You are to write lovely poems and stories, remember?”
2. Why does Mami cry when she
sees Ana Rosa’s article typed up
and ready to be printed in the
newspaper?
I hated making Mami so unhappy. I felt guilty walking through the house and seeing her worried eyes
following me as if she thought I would disappear tomorrow.
I couldn’t explain to Mami that although I loved writing poems much better, I had to write this article
instead. I wanted Guario to be proud of me. Deep down I wasn’t writing the article for any other
reason. And it made me sad to realize I would hurt Mami to show off for Guario.
3. Why does Ana Rosa remember
the “rocks in the river” at this
moment?
4. Why did Mami stop speaking
after the newspaper printed the
article? What does her silence
symbolize?
…
When the three daily newspapers printed my article almost word for word, Mami stopped speaking and
became a silent shadow slipping in and out of the spaces of our lives, which were now completely
consumed with our battle”.
Pg. 124-125
“Guario was standing below my gri gri tree, his arms spread wide. A hungry, nasty bulldozer was
heading straight for my tree. Guario looked up at me, a worried look on his face. The fat guardia in the
red cap was pushing his gun at Guario, trying to get him to move away from the tree, but Guario
wouldn’t budge. I looked down at them from up high in my gri gri world.
“Guario, run,” I wanted to shout. But the words couldn’t come out. Nothing came out and I just sat
there gripping my branch. Then I heard a sound inside my head and I saw Guario’s body jerk back.
“No!” I shouted. “No!” But even those words didn’t come out. They were trapped inside me where all
my fear lives. And as Guario fell at the bottom of my gri gri tree, he looked up and my handsome,
brave brother smiled at me. I saw his hands open and they were covered in blood. And suddenly, the
volume of the world was turned back on and every noise imaginable fell down upon me. I looked down
at Guario laying on the ground below my gri gri, his arms spread wide like angel wings, and that’s
when I knew it was all my fault”.
1. How does the author build
suspense in the last two
paragraphs of the chapter?
2. Ana Rosa becomes silent, words
couldn’t come out: why do you
think this happened?
3. Why was Guario killed? Why do
you think he wouldn’t move out
of the way of the bulldozer?
4. Why did Ana Rosa feel like
Guario’s death is her fault?
Chapter 8: The Colors of My Words Pages 126-138
Instructional Questions
Learning Activities
Standards
● How can the power of
words be used for negative
and positive outcomes?
Closed Reading: selected portions from the text with discussion
questions (see below)
RL.6.1 Cite textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
● How can the actions of the
characters create suspense
in the plot of a story?
Timeline: Students will agree on the facts of the reading and list the 2-3
most important facts on the timeline. This activity allow students to
practice sequencing words, transitional words and understanding main
idea. Discuss the story to fix the facts using: who, what, when, where,
and why.
RL 6.4 Determine the meaning of words and
phrases as they are use in a text, including
figurative and connotative meanings; analyze the
impact of specific words choices on meaning and
tone.
● When is it okay to voice
your opinion?
●
●
●
●
Tragedy Effects on Characters Chart: Tragedy affects people in
different ways, Guario’s unexpected death has affected everyone in Ana
How are we transformed by Rosa’s family. SWBAT explain and gather evidence on how the tragedy
our experiences?
of Guario’s death has change each member of Ana Rosa’s family (Ana
Rosa, Papi, Mami, Roberto, Angela).
How does tragedy affect
people?
Think-Pair-Share: Student will think about and respond to the
following questions (Are words powerful enough to change people’s
What power can words give perspectives? How?). Then they will share their answers with
us?
classmates. Then, there will be a whole class discussion based on their
responses.
Can words change people’s
perspectives? How?
Words: Power VS Powerless Chart: SWBAT write down instances
throughout the novel where words were powerful enough or powerless
to change people’s perspectives. Use relevant textual evidence to
support your idea and explain how words were or were not enough to
change someone’s perspective in the novel. May be used as evidence
chart for ST.
SL 6.1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 6
topics, texts, and issues, building on others’ ideas
and expressing their own clearly.
W 6.2 Write informative/explanatory texts to
examine a topic and convey ideas, concepts, and
information through the selection, organization, and
analysis of relevant content.
W 6.4 Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
RL.6.5 Analyze how a particular sentence, chapter,
scene, or stanza fits into the overall structure of a
text and contributes to the development of the
theme, setting, or plot
Supplemental Texts / Resources:
Vocabulary:
Stir, collage, swirling, fistfuls,
punishment, worthy, journalists,
gleaming, typewriter, tragedy
Tasks
Summative Task
By the end of the novel, Ana Rosa is confronted with the power of her words, both in their hopeful
and destructive qualities. Yet, despite this power, she is also faced with the challenge of whether her
words are enough to save the family, home and community that she loves most.
In a well-developed essay, using evidence from the first two performance tasks along with the final
chapters in the novel, discuss whether words are powerful enough to change people’s perspectives and
how they are or are not able to do so. List one example from earlier in the novel that demonstrates the
success or failure of words for Ana Rosa and one example from the final events of the novel that
demonstrate the ability or inability of Ana Rosa to change people’s perspectives about the
circumstances facing her community.
Chapter Focus Questions
1. Why does Ana Rosa promise not to write another word? Why does Ana Rosa stop writing?
2. Why does Ana Rosa say the color of her words are red?
3. Ana Rosa talks about the excitement of the tourists coming to fill up the beaches and hotels
and restaurants, but she is still waiting for something special to come out of the sky. What do
you think she means by that?
4. What does Mami mean when she tells Ana Rosa to look for the good that comes out of the
bad?
5. On page 137, Ana Rosa says, “If ever you will be forgiven for something it is here at the beach
under the sun, in the sea, beneath a wave, close to everything that makes you happy without
even trying.” What does Ana Rosa want to be forgiven for? How does she find that forgiveness
at the beach?
Scaffolds / Support
6. What did Guario do before he died to help Ana Rosa get a typewriter? Why did he want her to
have one?
Discussion/Writing Questions
1. Think about Mami and the role she plays in the novel. Mami doesn’t usually say much, but
she’s still a very powerful presence in the novel.
❖ Describe the kind of person you think Mami is.
❖ Explain why she is so important in the novel.
❖ Explain how she can have such an important role even if she doesn’t say as much as the other
characters in the novel.
Journal Quick-Write
Angel stayed with Ana Rosa at the gri gri tree to make her feel better. Tell about a time a friend or
family member tried to make you feel better. What did they do or say to help you? Did they succeed in
making you feel better?
Suggested Close Reading Passage
Pag. 137-138
“Words, solid like diamonds, plop themselves down in my head and they can’t be blocked with rocks or
guns or wishes or tears. Words to tell Guario’s story.
I look up at the sky and the blue blue faraway heaven where Guario watches me.
“I’m sorry!” I shout as loud as I can.
“I’m sorry!” My words are carried off by the waves and the wind. Carried straight to heaven, I hope,
where Guario can hear me.
Maybe it’s the silver wings on the waves that touch me brand-new, or maybe it’s because I have just
waited long enough for the answer, but suddenly as I stand there surrounded by ocean and sky, I realize
what it is I have to do.
Discussion Questions
1. Why does Ana Rosa decide to
write again?
2. Why does Ana Rosa feel it is
important for people to remember
Guario? Explain your answer.
3. Are words powerful enough to
change people’s perspectives?
How?
I have to write Guario’s story down so that everyone will know my brother. I shall write it all down on
my new typewriter. Today is the day I have to start. It is today or never. I know it. So I race out of the
waves and run along the beach. And all the way home, words sing in my head.”
Spanish Edition
https://www.scribd.com/doc/19510536/Guia-de-La-Lectura-El-Color-de-Mis-Palabras