Grade 7 ENL- Unit 2 2018-2019
“I came to realize that learning and knowledge were the only stable things in my life.” ~Francisco J.
Rationale
In Francisco Jimenez’s The Circuit, he and his family immigrated to California from Mexico in 1947 when he was a young boy. Their
parents led them across the border in search of a better life and out of the poverty that was crippling them in rural Mexico. They arrived dreaming
of “streets lined with gold” only to find a cruel and brutal life in the migrant labor camps of California. Living in old army tents and following the
crops up and down the Central Valley, Francisco’s childhood was spent picking cotton, strawberries and grapes instead of engaging in typical
childhood activities. He didn’t speak the language and had no friends. He could rely only on his deep faith and devoted parents.
Throughout the book, Jimenez, or Panchito as he was known as a child, provides the reader with a series of independent yet intertwined short
stories that bring the reader into the experiences of a migrant child whose family moves from Mexico to California in hope of a better life.
Francisco Jimenez uses stories from his own life to portray what it's like to be a child who must hide from truant officers when farm work must be
done and who must hide from immigration officials in order to continue living in this country.
In The Circuit students will explore the topics of immigration, migration, poverty, the American Dream, discrimination, adaptation, child
labor, impermanence, hope and its effects on family, culture, and identity through the various perspectives revealed by the author’s struggles that he
must overcome. Students will also explore the important and controversial topics of illegal immigration, the struggles faced en route, and the
contemporary political and social issues between the United States and Mexico. Students will ultimately analyze the diverse motives that lead
people to abandon their homeland in search of an alternative way of life that borders on escape and the challenges they overcome once they arrive
in this new land of opportunities. Through a series of tasks based on the actions of Francisco and other characters in the book, students will have
the opportunity to evaluate and argue a claim regarding the topics of the importance of immigration/migration, poverty, family and the American
Dream.
Theme:
Expectations Vs. Reality
Anchor Text:
The Circuit by Francisco Jimenez
Essential Question:
What is the American dream? Is it always attainable?
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 an autobiography? How does it differ from other genres?
●
What is immigrant? How does it affect your personal life?
●
What is a migrant? How does it affect your personal life?
●
What is the American dream?
●
What is the La Frontera?
●
What does La Frontera symbolize to the author’s family?
●
What is La migra?
●
What are migrant workers?
●
How do challenges lead to new learning?
●
How can understanding the social, historical, and cultural dimensions in a text help us gain a deeper understanding of the text, author, and
the impact of the text on society?
●
Where does our sense of identity come from? Can an identity truly change?
●
Expectations of the American Dream vs the reality of their life
SUMMATIVE ASSESSMENT
Planning with the End in Mind
Summative Task
Throughout history, many foreigners have moved to the United States to have a better way of life for their family and receive a better education.
Likewise, the experiences Panchito writes about in The Circuit mirror the experiences of these immigrant families and migrant workers. Papa, in
particular, demonstrates this desire for the “American Dream” by doing what he thought was best for his family in order for them to have a better
life. On the first page of the story, Papá says “Once we cross la frontera, we’ll make a good living in California”: the hope of every immigrant
family.
In a well-developed essay discuss what the American Dream means to you and why you have this belief (use your experience as an immigrant, or
anyone you know that is an immigrant, as an example). Then analyze whether or not Panchito is able to accomplish the American Dream in
relation to your beliefs and finally argue whether the American Dream is always attainable or not, based on additional experiences presented,
discussed and researched in class.
RL.7.1 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.7.3 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.7.1 Write arguments to support claims with clear reasons and relevant evidence
W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization,
and analysis of relevant content.
W.7.2a 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.7.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
W.7.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.7.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.
Introduction: Essential Question
Instructional Questions
Learning Activities
●
What is an autobiography
and how does it differ from other
genres?
Think- Pair-Share: Student will think and define the term Dream
independently. Then, they will share their answers with a classmate.
Following, will be a whole class discussion based on their responses.
(What is the American Dream? Is the American Dream always
attainable?) on a Post-it and place it on chart paper.
●
Which experiences are
worth writing about?
●
How can we make
predictions using the title of the
book?
●
What does it mean to be an
immigrant/migrant?
●
What is the American
Dream? (EQ)
●
Is the American Dream
always attainable? (EQ)
Standards
Anticipatory Guide: SWBAT to agree/disagree with statements that
will help them make connections with what they are going to read.
Novel Ideas: Anticipatory Activity with the title/cover of the book The
Circuit. We think a story called “The Circuit” may be about:
Know & Wonder Chart: To activate prior knowledge, students will
complete a class “Know/Wonder” Anchor Chart, where they can share
things they already know about immigration and migrant workers, and
generate questions to keep in mind.
RI.7.1 Cite several pieces of textual evidence to
support analysis of what the text says explicitly as
well as inferences drawn from the text.
RL.7.3: Analyze how particular elements of a story
or drama interact (e.g., how setting shapes the
characters or plot).
W.7.9: Draw evidence from literary or informational
texts to support analysis, reflection, and research.
W 7.2 Use precise language and domain-specific
vocabulary to inform about or explain the topic.
W.7.5 With some guidance and support from peers
and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well
purpose and audience have been addressed.
W.7.6 Use technology, including the Internet, to
produce and publish writing and link to and cite
sources as well as to interact and collaborate with
others, including linking to and citing sources.
SL.7.1: Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others' ideas
and expressing their own clearly.
Meet the Writer: Students will build background knowledge about the
author and the challenges he had to overcome by reading about the
author and where comes from. (What obstacles did Jiménez have to
overcome to get to where he is today?)
Supplemental Texts / Resources:
Vocabulary:
“Who’s Coming to America?” NY Times Article Building Background
Knowledge on Migrant Workers (images and text)
●
“Migrant Workers and Braceros” (1930s-1964)
●
“The American Dream” Visuals
Autobiography, genres, dreams,
American Dream, immigrant, migrant,
attainable, predictions,
Video: The American Dream https://www.yout ube.com/watch?v =C48aGtPIuZo (and
corresponding NY Times Article)
●
Neil Diamond “America” lyrics
●
“Migrants Toil in US Fields”
Videos: https://www.yout ube.com/watch?v =hNtKt1WQcZ4 and https://www.yout
ube.com/watch?v =lKim-esUDJA
●
“May a New American Speak?” First-Hand Account of Migrant Child Workers
●
NewsELA Article (leveled): Migrant Students
Newsela article: “More Latinos Living Their Dreams...” (leveled)
Meet the Author: Francisco Jimenez’s Biography
https://www.scu.edu/fjimenez/biography/jimenez-biography/
https://www.learner.org/workshops/tml/workshop8/authors2.html
Tasks
Discussion Questions:
1.
What is a dream?
2.
What is the American Dream? (EQ)
3.
What does the American Dream mean to you? How about your family?
4.
Is the American Dream always attainable?
5.
What does it mean to be an immigrant/migrant?
6.
What are some of the common experiences immigrants have faced throughout history and
today?
Scaffolds / Support
Small/Whole group discussion
Close Reading/Read Aloud
Paired reading
Sentence Starters
I think…
I believe…
In my opinion…
Overview
The first four chapters of The Circuit introduce students to the main character Francisco and provide a basic understanding of his family, which
consists of himself, Mamá, Papá, Roberto, baby brother Trampita and the soon-to-be-born Torito. The chapters also provide insight into his way
of life, the hopes and beliefs of crossing La frontera, and the expectations of what awaits in California. After the family finally crosses the border
into California, the family encounters many difficulties and hardships. Papa, Mama and Roberto leave Francisco to babysit Trampita while they
go picking in the field. Francisco feels lonely, sad, and useless because he wants to go work with them, but must instead care for his little brother.
He tries to pick cotton on his own, abandoning Trampita and is punished for it. After the family settles in Tent City in Santa Maria, Francisco also
confronts the anxiety of attending school for the first time where he is unable to communicate or understand those around him because of his lack
of English language proficiency. He also has an encounter with a bully and has his first feel of importance in winning an art contest his teacher
enters him into. The section culminates with Francisco and Roberto helping during the summers and on the weekends. They help cook, clean, and
take care of Trampita as well as help Papá get lumber to build the floor for the tent. When Torito falls ill and the family is unable to provide the
necessary care to make him well, they agree to pray daily to invoke a miracle. Francisco has a vision which the parents take to heart and
ultimately Torito becomes well again as if Francisco himself had had a hand in his recovery.
Assessment Task 1
Francisco’s initial role in the family shows him more as a dependent child who isn’t able to contribute to the family in any way, because of his
age. However throughout Chapter 4, Francisco demonstrates that he has become an asset to the family in what he is able to do for them. In three
well-developed paragraphs, list one way Francisco shows he is dependent on his family, one way Francisco shows how has become an asset to his
family and who or what caused this change.
Be sure to include:
One way Francisco shows he is dependent on his family
One way Francisco shows how he has become an asset to his family
Who or what caused this change
RACE Paragraph Format
Relevant Textual Evidence
Possibles Language Objectives for PT1
Transition words/phrases
Cause/Effect language
Past/Present tense verbs
Chapter 1: Under the Wire
Instructional Questions
Learning Activities
●
How does the setting help
us to understand the characters’
traits through their actions and
behavior?
Closed Reading: selected portions from the text with discussion
questions (see below)
Standards
●
What is the La Frontera?
What does La Frontera
symbolize to the author’s family?
Think-Pair-Share: Student will think about and answer the following
questions (Do you like when things stay the same, or do you enjoy
changes in your life?). Then they will share their answers with
classmates. Then, there will be a whole class discussion based on their
responses.
●
How can an author’s use of
symbolism deepen a reader’s
understanding of a text?
La Frontera Compare/Contrast Matrix chart: Students will be able to
write about the similar and different perspectives of La Frontera: those
inside vs. those outside.
●
How does foreshadowing
allow readers to make predictions
of what would happen in the text?
Timeline: Students will agree on the facts of the reading and list the 35 most important on the timeline. This activity allow students to
practice sequencing words, transitional words and understanding main
idea. Discuss the story to fix the facts: who, what, when, where, and
why.
●
What is a main idea?
●
How does the main idea
helps the reader gain a deeper
understanding of the text?
RL.7.1: 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 7.3 Analyze how particular elements of a story
or drama interact (e.g., how setting shapes the
characters or plot).
RL.7.4: Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings; analyze the
impact of rhymes and other repetitions of sounds
(e.g., alliteration) on a specific verse or stanza of a
poem or section of a story or drama.
SL.7.1: Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others' ideas
and expressing their own clearly.
W.7.4: Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
Setting Storyboard: Using this storyboard, students will describe the
setting using the five senses and connect this new setting to how it
affects the actions and behavior of the character(s). [As settings appear
in different chapters.]
Picture Collage of the fantasy vs the reality (to be added to over time)
Supplemental Texts / Resources:
Vocabulary:
La frontera, Barren, Poverty, Wire, La
migra, nestled (1), jerked (3), barricade
(4), outskirts (5), foreman (6),
Tasks
Double Entry Journal: Dream Setting VS Reality: Students will use a Double entry journal to
contrast the dream setting versus the reality setting before and after they arrive in the United States.
Students will use the following guiding questions:
●
What are the features/characteristics of the America that they hope for and believe in?
●
What characteristics start to show up about the reality setting of their situation? (including
technology and Francisco’s reaction to it)
Chapter Focus Questions
1.
Describe the setting of El Rancho Blanco.
2.
What can you infer about the family’s economic state based on their belongings, living
conditions, etc.?
3.
Identify the risks involved with crossing the border.
4.
Analyze what motivates Papá to cross la frontera with his family despite these risks.
5.
What is la migra? Why is it important to the family? (p. 4)
6.
What is a foreman? (p. 5)
7.
What will the family do for work in the U.S.?
8.
What does the family live in when they arrive in the U.S.? (p. 5).
9.
Why do you think the conductor leaves the brown bag for the boys? (p. 7)
10. What does California represent to Francisco and his family? How do you know? (Give an
example to support.
Journal Quick-Write
Francisco was four years old at the time of this event. He describes the family’s beginnings in El
Rancho Blanco prior to making the trip to California. Everybody has a beginning, a time when they
have vivid memories or feelings.
Scaffolds / Support
Picture of La Frontera
La Frontera: “La Frontera” is a word I
often heard when I was a child living in El
Rancho Grande, a small village nestled on
barren, dry hills several miles north of
Guadalajara, Mexico”.
Small/Whole group discussion
Close Reading/Read Aloud
Compare/Contrast Language
Similar to, In the same way, Like, Both
On the other hand, In contrast
But
Yet
However
Although
Graphic Organizer with guided
questions
Use of RACE to answer questions
Describe where you were born and what you remember from your early years. Use as much detail as
you can to describe each memory. In your narrative, explain why you think you were able to
remember those memories and why they were significant to you.
Suggested Close Reading Passage
Discussion Questions
Pg. 1
“La frontera” is a word I often heard when I was a child living in El Rancho Blanco, a small village
nestled on barren, dry hills several miles north of Guadalajara, Mexico. I heard it for the first time
back in the late 1940s when Papá and Mamá told me and Roberto, my older brother, that someday we
would take a long trip north, cross la frontera, enter California, and leave our poverty behind.
1.
Foreshadowing/Predictions:
What do the details given at the start of
the novel suggest about Francisco’s
future?
2.
Make a prediction about whether
or not the description that Francisco’s
family gives for America will be true to
their actual experiences.
I did not know exactly what California was either, but Papá’s eyes sparkled whenever he talked about
it with Mamá and his friends. “Once we cross la frontera, we’ll make a good living in California,” he
would say, standing up straight and sticking out his chest.”
Chapter 2: Soledad
Instructional Questions
Learning Activities
●
What is the point of view
of the story and how does the
point-of- view affect a story?
Closed Reading: selected portions from the text with discussion
questions (see below)
●
How do the characters in
this book demonstrate their traits?
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?
●
What type of mood is
established at the beginning of the
story? How does the narrator
feel?
Timeline: Students will agree on the facts of the reading and list the 3-5
most important on the timeline. This activity allow students to practice
sequencing words, transitional words and understanding main idea.
Discuss the story to fix the facts: who, what, when, where, and why.
●
How does the author’s
choice of first-person POV limit
or restrict us as readers?
●
What are character traits?
Compare/ Contrast Double Chart: Students will compare and contrast
the perspectives of the care of Trampita scenario using the following
guiding questions;
Comparison: How is Francisco’s neglect of Trampita a mirror image
of his parents neglect of him?
Contrast: How are the perspectives of the two scenarios different?
How is one form of neglect seemingly more acceptable than the other?
Setting Storyboard: Using this storyboard, students will describe the
setting using the five senses and connect this new setting to how it
affects the actions and behavior of the character(s). [As settings appear
Standards
RI.7.1 Cite several pieces of textual evidence to
support analysis of what the text says explicitly as
well as inferences drawn from the text.
RL.7.3: Analyze how particular elements of a story
or drama interact (e.g., how setting shapes the
characters or plot).
RL.7.3 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.
RI.7.6: Determine an author's point of view or
purpose in a text and analyze how the author
distinguishes his or her position from that of
others.
SL.7.1: Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others' ideas
and expressing their own clearly.
W.7.4: Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
in different chapters.]
Supplemental Texts / Resources:
Vocabulary:
jalopy (9), prongs (11), dirt clods (12),
ashamed (13), timidly (13)
Tasks
Character Profile Chart:
Students have had the opportunity to learn about Francisco. Based on what you have learned so far,
fill out two character traits on Francisco. Use examples from the reading to support your trait.
Open Mind Portrait: Students will create an OMP for Francisco. You have learned about Francisco
and he has experienced a train ride, picking cotton and going to school for the first time. Sketch your
impression of what he looks like. Surround the sketch with cartoon bubbles filled with thoughts you
think he may have had so far.
Chapter Focus Questions
1. Has time passed in between the first story and Soledad? How can you tell? (p. 8)
2. Why is Francisco left alone in the car? Where is the rest of his family?
3. What is the family picking now? (p.10)
4. Francisco tries to pick cotton while he’s waiting for his family. Is it easy work? How do you
know? (p. 10).
5. What does Francisco additionally do in order to meet the requirements that his parents have
given about picking cotton? Why might this be a problem? (pg.12)
Discussion/Writing Questions
1. Discuss what you think the author is trying to convey about the migrant family.
2. Identify Papá’s response after Francisco mixes dirt with the cotton balls. Interpret what this tells
you about his father’s values/the values of the migrant family.
Scaffolds / Support
Picture of Cotton field
Small/Whole group discussion
Close Reading/Read Aloud
Compare/Contrast Language
Similar to, In the same way, Like, Both
On the other hand, In contrast
But
Yet
However
Although
Graphic Organizer with guided
questions
Use of RACE to answer questions
Journal Quick-Write
Papá has just told Francisco his job is to take care of Trampita and that his actions could have gotten
the family fired. Francisco is sad and disappointed; he really wants to be with his parents and older
brother picking cotton.
Explain in detail about a time in your life that you wanted to do something, but were told you were
too young. Within the writing, describe the event, how old were you at time of the event, and explain
how the event made you feel and what you learned from it.
Suggested Close Reading Passage
Discussion Questions
Pg. 11-13
“After checking on Trampita to make sure he was still asleep, I quietly walked over to the row nearest
the car and picked cotton for the first time.
It was not as easy as I thought. I tried to pick with both hands, just like Roberto, but could only pick
one cotton boll at a time. I held the cotton shells steady from underneath with my left hand while I
picked the bolls with my right hand and piled them on the ground. The shells’ sharp prongs scratched
my hands like cat’s claws and, sometimes, dug into the corner of my fingernails and made them
bleed.
…
At the end of the day, I was tired and disappointed. I had not picked as much cotton as i had wanted
to. The pile was only about two feet high. Then i remembered Papá saying that we got paid three
cents a pound, so I mixed dirt clods in with the cotton to make it weigh more.
…
I had been so busy learning to pick cotton that I had forgotten all about him. Tired from crying, he
had fallen asleep after soiling himself and dropping and breaking the bottle of milk.
“But look what I did,” I said, proudly pointing to my pile of cotton.
Triple T Chart of Francisco’s
“helping” to pick cotton: Students will
complete a Triple T-chart after analyze
how Francisco view the way he’s
helping his family.
●
What Francisco THINKS he’s
doing
●
What Francisco is ACTUALLY
doing
●
What the EFFECTS of his
actions are
Mama glanced at the pile, shook her head in anger, and began cleaning Trampita. Papá looked at the
cotton, grinned slightly, and asked Roberto to help him collect it. His grin quickly turned into a frown
when he discovered the dirt clods. He separated them from the cotton, pointing them out one by one
as he tossed them on the ground. “You should be ashamed of yourself. We could be fired for this,” he
said. “besides , your job is to take care of Trampita. Is that clear? He continued, placing both hands
on his belt buckle.”
Chapter 3: Inside Out
Instructional Questions
Learning Activities
●
How can an author’s use of
symbolism deepen a reader’s
understanding of a text?
Closed Reading: selected portions from the text with discussion
questions (see below)
●
How does language act as a
barrier?
●
How does setting impact
the actions, dialogue and the
behavior of a character?
●
How does the setting shape
the characters’ actions and
attitudes?
●
How do the actions and
words of a character define their
traits?
●
What type of mood is
established at the beginning of the
story? How does the narrator feel?
Timeline: Students will agree on the facts of the reading and list the 35 most important on the timeline. This activity allow students to
practice sequencing words, transitional words and understanding main
idea. Discuss the story to fix the facts: who, what, when, where, and
why.
Making Inferences: While reading “Inside Out,” analyze details to
draw conclusions about why Panchito gives Curtis his winning
butterfly drawing at the end of the chapter, despite how Curtis has
treated him. Make inferences about what this reveals about Francisco’s
character.
Mood/Trait Rollercoaster Map: Francisco experiences many different
emotions throughout the chapter as each event brings fluctuating
feelings of anxiety, excitement, embarrassment and more. Students will
map out these fluctuations on a crafted “rollercoaster” to show his
“highs” (when he feels good about himself and his situation), his
“lows” (when he is uncomfortable with himself and his situation) as
well as what lies in between.
Transition Words of Contrast Completion/Matching: Each moment
Francisco experiences in the chapter is a mix of both positive and
negative outcomes. Students will either a) match, b) complete the
phrase, c) or provide both halves of the contrast of the various different
incidents Francisco experiences in the chapter.
_________, but/ however/ although/ even though _________.
Standards
RL.7.1: 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 7.3 Analyze how particular elements of a story
or drama interact (e.g., how setting shapes the
characters or plot).
RL.7.4: Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings; analyze the
impact of rhymes and other repetitions of sounds
(e.g., alliteration) on a specific verse or stanza of a
poem or section of a story or drama.
SL.7.1: Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others' ideas
and expressing their own clearly.
W.7.4: Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
Setting Storyboard: Using this storyboard, students will describe the
setting using the five senses and connect this new setting to how it
affects the actions and behavior of the character(s). [As settings appear
in different chapters.]
Supplemental Texts / Resources:
Vocabulary:
anxious (14), suspenders (15), whiz (15),
cocoon (23), swarm (25)
Tasks
T-Chart for Language Values: Students will analyze how languages (Spanish and English) are
viewed in this chapter. Students will use the following questions as a guide:
How is language viewed in this chapter? Consider both Spanish and English and how it is seen in the
educational setting, in regard to communication (with peers and in the bullying situation), and in
relation to acceptance. (Language as a barrier)
Post Reflection:
Is one valued more than the other? How do you know?
How do you value the languages that you know and are learning?
Do you value one language more than the other? Why or why not?
Scaffolds / Support
Small/Whole group discussion
Close Reading/Read Aloud
Graphic Organizer with guided
questions
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…
Chapter Focus Questions
1. Why was Roberto hit on the wrists in school? Do you think this was fair? (p. 12).
● After considering… I interpret…
2. Francisco is starting school for the first time in January. Do you think that would be easy? (p. 14).
● After contemplating… I
3. Imagine that you went to school in a place where nothing was taught in English—the teacher didn’t
speculate...
speak English and the majority of children didn’t know English. One child speaks English, but every Language/Vocabulary words for Mood
time the two of you speak in English you are both scolded. How would that make you feel? Would
Use of RACE to answer questions
you like school? Do you think you would learn very much? Do you think it would make you feel like
English was an important or good language to know?
4. What may the caterpillar foreshadow for Francisco at the end of this chapter? At the end of the
novel?
Discussion/Writing Questions
1. What does Francisco’s giving his drawing away to Curtis say about Francisco (i.e. examine his
character)?
2. What happens over the jacket that Mr. Sims give to Francisco? Do you think Curtis really wanted
the jacket? Or, do you think he just didn’t want Francisco to have it? Does Curtis wear the jacket
again? How do you think it made Francisco feel to be accused of stealing the coat when Mr. Sims
gave it to him?
3. Why do you think Francisco becomes so attached and interested in the caterpillar/butterfly? (pp.
15-21)
4. What does the butterfly symbolizes?
5. What do you think of the end of this chapter? What does Francisco do? What does this action say
about Francisco? Would you have done the same thing? Why or why not? (p. 21).
Journal Quick-Write
Francisco's first day of school was filled with fear, anxiety, and hope. He was happy to be at school
because of the electricity, heat, and wooden floors. But he was deeply nervous when other students
looked at him and found solace in looking at the butterfly in the jar and daydreaming about the
possibility of helping his dad.
Thinking back to your first day of school, describe your first day of school. Use detail in your
narrative to describe where was the school, who was your teacher, what you wore, what the classroom
looked like, what your teacher was like, what items were in the classroom, what your classroom
looked like, where you sat in the classroom, etc.
Suggested Close Reading Passage
Discussion Questions
Pg. 20, 24-25
“Often during recess I stayed with the caterpillar. Sometimes it was hard to spot him because he
blended in with the green leaves and twigs. Every day I brought him leaves from the pepper and
cypress trees that grew on the playground.
…
On Wednesday, May 23, a few days before the end of the school year, Miss Scalapino took me by
surprise. After we were all sitting down and she had taken role, she called for everyone’s attention. I
did not understand what she said, but I heard her say my name as she help up a blue ribbon. She then
picked up my drawing of the butterfly that had disappeared weeks before and held it up for everyone
to see. She walked up to me and handed me the drawing and the silk blue ribbon that had a number
one printed on it in gold. I knew then I had received first prize for my drawing. I was so proud I felt
like bursting out of my skin. My classmates, including Curtis, stretched their necks to see the ribbon.
1.
Symbolism Radial Mind Map:
What does the caterpillar’s
transformation into a butterfly symbolize
in the chapter? Consider Francisco’s
initial feelings of inferiority and
alienation (misunderstanding and
bullying) to his later feelings of
confidence and acceptance (inclusion
with the butterfly and the contest).
That afternoon, during our free period, I went over to check on the caterpillar. I turned the jar around,
trying to see the cocoon. It was beginning to crack open. I excitedly cried out, “look, look,” pointing
to it. The whole class, like a swarm of bees, rushed over to the counter. Miss Scalapino took the jar
and placed it on top of a desk in the middle of the classroom so everyone could see it. For the next
several minutes we all stood there watching the butterfly emerge from it cocoon, in slow motion.
At the end of the day, just before the last bell, Miss Scalapino picked up the jar and took the class
outside to the playground. She placed the jar on the ground and we all circled around her. I had a hard
time seeing over the other kids so, Miss Scalapino called me, and motioned for me to open the jar. I
broke through the circle, knelt on the ground, and unscrewed the top. Like magic, the butterfly flew
into the air, fluttering its wings up and down.”
2.
What may the caterpillar
foreshadow for Francisco at the end of
this chapter?
Chapter 4: Miracle in Tent City
Instructional Questions
Learning Activities
●
How does the setting
shape the characters’ actions and
attitudes?
Closed Reading: selected portions from the text with discussion
questions (see below)
●
How does faith replace the
promises offered by the
American Dream?
Timeline: Students will agree on the facts of the reading and list the 35 most important on the timeline. This activity allow students to
practice sequencing words, transitional words and understanding main
idea. Discuss the story to fix the facts: who, what, when, where, and
why.
●
How does faith provide
what the American Dream
cannot?
●
What is considered a
miracle? Do you believe in
miracles?
●
What is tone? How does
the author use tone to create
suspense?
Standards
Think-Pair-Share: Student will think about and answer the following
questions (What is considered a miracle? Do you believe in miracles?).
Then they will share their answers with classmates. Following, they
will compare and contrast Panchito’s view of miracles and related to
their own views. Then, there will be a whole class discussion based on
their responses.
RL.7.1: 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 7.3 Analyze how particular elements of a story
or drama interact (e.g., how setting shapes the
characters or plot).
RL.7.4: Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings; analyze the
impact of rhymes and other repetitions of sounds
(e.g., alliteration) on a specific verse or stanza of a
poem or section of a story or drama.
SL.7.1: Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others' ideas
and expressing their own clearly.
W.7.2: Write informative/explanatory texts to
examine a topic and convey ideas, concepts, and
information through the selection, organization, and
analysis of relevant content.
W.7.4: Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
Setting Storyboard: Using this storyboard, students will describe the
setting using the five senses and connect this new setting to how it
affects the actions and behavior of the character(s). [As settings appear
in different chapters.]
●
How does the use of
suspense to engage the reader?
Supplemental Texts / Resources:
Vocabulary:
rural (27), burlap (29), caretaker (29),
stench (31), hysterically (34), feigned
(40)
Tasks
Double Entry Journal : Understanding Character’s Responsibilities: Students are going to gather
relevant textual evidence that describe the responsibilities of each of these characters (Roberto, mamá,
papá, siblings) based on this chapter. Then, using the evidence, they will explain how the
responsibility makes the character useful and an asset to the family. (May be used as a an evidence
chart for performance task 1)
Chapter Focus Questions
1. What was Tent City and where was it located?
2. Why is it called Tent City?
3. How would you describe the Jiménez family’s life in Tent City? Think about where they lived and
how they lived.
4. What do you think this quote says about Francisco’s view of education: “I collected books, hoping
to read them once I learned how” (24)? What does Francisco find out when he gets his report card?
5. Why couldn't Mamá work during this time? How did she help the family make ends meet? Why was
this work difficult? Who helped her?
6. What does Papá do to build a refrigerator to keep the food cold? (p.23)
7. How does the family prepare the tent for the new baby? (p. 24-25)
8. When Torito becomes ill they can’t take him to the hospital right away, why? (p. 29)
9. What is a curandera? What is her purpose? Do you think her methods will be enough to cure Torito?
10. Why do you think the curandera makes him nervous? (37)
11. What do you think Panchito’s dream means?
12. What do Mamá and Papá tell the children they have to do in order to help Torito get well? (p. 33)
13. Explain the significance of the blue cloak that Mamá made for Torito? Why did she make it? What
had Francisco told her about?
14. Does Torito survive? Explain (p. 35).
Discussion/Writing Questions
Scaffolds / Support
Pictures of Virgen de Guadalupe
Santo Niño de Atocha
Alfalfa field
Small/Whole group discussion
Close Reading/Read Aloud
Graphic Organizer with guided
questions
Double Entry Journal Graphic
Organizer
Language/Vocabulary words for tone
Use of RACE to answer questions
1. Francisco says he had to repeat first grade because he did not know English. Defend why you think
this is fair or why you think this is unfair.
Do you think he would have passed if he had been taught in Spanish? Why or why not?
2. Torito becomes sick and almost dies. At one point, Mamá says that the family doesn’t have the
money to pay for a hospital visit. In our country (and world) today, there is a great deal of talk about
“universal healthcare.” This means that every citizen – and there is even talk about everyone, citizen
or non-citizen – would receive healthcare, regardless of their job situation or their decision to obtain
healthcare. Basically, it’s a “womb to tomb” mentality. The government takes care of people from
birth to death if/when they get sick.
Should every citizen receive medical care from the government, should it be an individual’s decision
to pay for healthcare and what type, or should the government essentially force individuals to pay into
the universal healthcare system? Why? *** Potential Socratic Seminar***
3. In this chapter, how does faith replace the promises offered by the American Dream? How does
faith provide what the American Dream cannot?
Journal Quick- write
Francisco describes going to the Tent City dump with his brother, Roberto, and salvaging materials to
make their tent a better home. For Francisco and Roberto, it was an opportunity to find items that were
treasures for them and trash for others.
Write a description of your childhood adventures. In your description, analyze what made you so
adventurous. Where would you go? How old were you? Did you parents know about your adventures?
Were you ever afraid? Where did you go and whom did you go with? Looking back now, would you
describe those adventures as responsible? What did you learn or take from those adventures.
Suggested Close Reading Passage
Discussion Questions
Pg. 28-29
“To make ends meet, Mama cooked for twenty farm workers who lived in Tent City. She made their
lunches and had supper ready for them when they returned from picking strawberries at the end of the
day. She would get up at four o’clock every morning, seven days a week, to make the tortillas for
both meals. On weekends and all during the summer, Roberto and I helped her. Once Papá left for
work, Roberto rolled the tacos while I wrapped them in wax paper and put them in lunch bags. At
eleven thirty, Roberto carried the twenty lunches in a box and delivered them, on foot, to the workers
who were given half an hour for lunch. When he returned, he and I washed dishes in a large
aluminum tub. We then took care of our younger brother, Trampita, while Mamá took a nap. Around
three o’clock she would start cooking dinner, which was served from six to seven. After supper,
Roberto and I again cleaned the pots and washed dishes while Mamá fed Trampita. On Saturdays, she
did all of the grocery shopping for the week. Because we did not have an icebox, Papá made one.
Every three days, he went into town to buy a large block of ice, which he wrapped in burlap and
placed inside a hole he dug in the ground by the entrance to our tent. The hole was twice as large as
the block of ice, leaving room on all four sides and on top for things to be kept cold”.
Pg. 42
“That night I dreamed about the Santo Niño de Atocha. I was behind our tent, praying on my knees in
front of the baby Jesus holy card. Suddenly the Santo Niño came alive. He stood up from his chair
and floated in the air, carrying the basket. He glided to where I was and placed the basket at my feet
and pointed to it. Out of the basket emerged hundreds of tiny white butterflies. They formed
themselves into a pair of wings, lifting me and carrying me away over Tent City and setting me down
next to my Torito who lay in the middle of a lush-green alfalfa field. In the dream I awoke and looked
at the prayer card. Torito was in it, sitting in the high chair, dressed as the Santo Niño de Atocha.”
1.
Why couldn't Mamá work during
this time?
2.
How did she help the family make
ends meet? Why was this work difficult?
Who helped her?
3.
What does Papá do to build a
refrigerator to keep the food cold? (p.23)
1.
What do you think Panchito’s
dream means?
2.
Explain the significance of the
blue cloak that Mamá made for Torito?
Why did she make it? What had
Francisco told her about?
Overview
Throughout Chapters 4-8, Francisco is experiencing new concepts, acquiring new responsibilities he needs to fulfill, and learning about different
roles in society. As a result of these factors, Francisco has begun to mature not only as a person, but in how he understand his life and the world
around him. Francisco and his family move to Corcoran where work is currently unavailable due to the rainy conditions. Francisco befriends
another child at school, who initially expresses the desire for friendship, but disappears the day they are to go fishing. Shortly after, Francisco and
his family move on to a temporary home in one of the rancher's tents. Being Christmas Eve, Francisco’s hopes are high because he is convinced
he is getting a ball for Christmas. However when the time to open the gifts comes, he finds just a bag of candy. The family later returns to
Corcoran to pick cotton and find work at a labor camp. Francisco doesn't get his own sack for cotton-picking, and he's very disappointed. In this
new setting, Francisco gets to go to school and he has to remember how to talk in English again. He ends up in a sixth-grade classroom with a
helpful teacher named Mr. Lema. Francisco has a pretty great month working with Mr. Lema, where he offers to teach Francisco to play the
trumpet. One day after Francisco gets home from school, he finds out that it's time to move again.
Assessment Task 2
“When I opened the door to our shack, I saw that everything we owned was neatly packed in cardboard boxes”. (The Circuit, p. 83)
At the end of Chapter 8, Francisco realizes that his life as the son of a migrant worker family is unstable and unreliable. Francisco is disappointed
that he must move constantly from place to place for Papa and Roberto to find migrant work. On the outside, he just moves and does not say a
word to his family. However, as readers, we are able to look into his private thoughts and see that Francisco is usually upset, lonely and
overwhelmed from being constantly uprooted. In three well developed paragraphs, discuss the meaning of the word “circuit”, why the author
titles the chapter “the circuit”, and how Francisco’s life so far has become a “circuit”.
Be sure to include:
●
The meaning of the word “circuit”
●
Why the author uses “the circuit” to title the chapter
●
Connect the title “The Circuit” with two aspect of Francisco’s way of life (school, work, roles/responsibilities in the family,
thoughts/feelings/reflections on his situation, living conditions)
●
RACE Format Response
●
Relevant Textual Evidence
●
Descriptive language
Chapter 5: El Angel de Oro
Instructional Questions
Learning Activities
●
How does the author use
symbolism to help create
meaning and emotions in a story?
Closed Reading: selected portions from the text with discussion
questions (see below)
●
What type language does
the author use to create tone?
●
What type of mood is
established at this point in the
story?
●
How does the mood make
the reader feel?
Standards
Timeline: Students will agree on the facts of the reading and list the 35 most important on the timeline. This activity allow students to
practice sequencing words, transitional words and understanding main
idea. Discuss the story to fix the facts: who, what, when, where, and
why.
Literary Tone & Mood: Students will gather relevant textual evidence
that best conveys the tone the author intends and then underline or
circle the words that evoke the author’s attitude. Using these same
words, students will describe how these same words make them feel
(mood).
RL.7.1: 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.7.2: Determine a theme or central idea of a text
and analyze its development over the course of the
text; provide an objective summary of the text.
RL.7.4: Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings; analyze the
impact of rhymes and other repetitions of sounds
(e.g., alliteration) on a specific verse or stanza of a
poem or section of a story or drama.
SL.7.1: Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others' ideas
and expressing their own clearly.
W.7.4: Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
Setting Storyboard: Using this storyboard, students will describe the
setting using the five senses and connect this new setting to how it
affects the actions and behavior of the character(s). [As settings appear
in different chapters.]
Supplemental Texts / Resources:
Vocabulary:
stammered (38), harsh (38), hesitantly
(40), cloak (43), miracle (44)
Tasks
Chapter Focus Questions
1.What is “el angel de oro”? (p. 36)
2. Why is Papá so worried? (p. 37)
3. Francisco and Miguelito plan to make fishing poles, but what happens? (p. 39)
4. What does Francisco leave for his neighbor? (p. 40)
5. Why do you think Francisco lets the fishing rod float away? (p. 41)
6. How might Miguelito’s disappearance foreshadow events to come in Francisco’s own life?
7. What kind of person has he become?
Scaffolds / Support
Small/Whole group discussion
Close Reading/Read Aloud
Graphic Organizer with guided
questions
Language/Vocabulary words for Mood
and Tone
Use of RACE to answer questions
Discussion/Writing Questions
1. Imagine you are Francisco and you realize your friend Miguelito has just moved. Write at least a
paragraph describing your feelings.
2. A symbol is something (often an object or character) that means/represents something more. For
example, a cross could symbolize Christianity, a dog could symbolize loyalty, the American flag
could symbolize freedom/the U.S., etc. What do you think are symbols in this chapter? Pick one and
write what you believe it means and why.
Journal Quick-Write
Faith is a major theme in today’s reading. Mamá tells Francisco what the doctor had to say while
Torito was in the hospital. She shared how the doctor gave him little chance to live and how it would
be a miracle if he did. Mamá says although at first she didn’t want to believe him in reality it was a
miracle. Mamá believes faith is the only thing that can save Torito.
Identify a time in your life when faith played an important role. What did you have to have faith in?
What was the situation where you were in need of faith?
Suggested Close Reading Passage
Discussion Questions
Pg. 49-50
“One day, on my way home from school, I discovered little gray fish in the puddles. I had no idea
how they got there, but I noticed that in the smaller puddles the fish were dying. The mud was
suffocating them. As I gazed at the dead fish, the image of the goldfish flashed in my mind. I quickly
ran to our cabin and got the empty Hills Brothers coffee can. I filled it with water and began picking
up the dying fish from the mud puddles, putting them in the can, and dumping them in the creek.
After a couple of hours, I was exhausted. There were too many and I could not work fast enough to
save them all. I prayed for rain, but the sun kept beating down, turning the puddles into mud.
I picked up one last, small dying fish and took it to our next door neighbor who owned the goldfish. I
knocked and knocked on the door until my hand hurt. No one was home. I placed the coffee can on
the front steps and peered inside. The little gray fish looked up at me, rapidly opening and closing its
mouth.
That evening I looked through the window into our neighbor’s cabin. The goldfish swam peacefully,
alongside the little gray fish. I sighed and smiled to myself. The next morning I took the fishing rod
Miguelito had given me, placed it gently in the creek, and watched it float away.”
*Francisco and Miguelito plan to make
fishing poles, but what happens? (p.
39)*
1.
What does Francisco leave for his
neighbor? (p. 40)
2.
Why do you think Francisco lets
the fishing rod float away? (p. 41)
3.
What kind of person has
Francisco become?
Chapter 6: Christmas Gift
Instructional Questions
Learning Activities
●
Closed Reading: selected portions from the text with discussion
questions (see below)
What are expectations?
●
What expectations of
wealth does Panchito’s family
have?
●
How do these expectations
manifest in Panchito’s
expectations for Christmas?
●
How can you infer the
socioeconomic status of
Panchito’s family through the
setting and the characters’
actions?
Timeline: Students will agree on the facts of the reading and list the 35 most important on the timeline. This activity allow students to
practice sequencing words, transitional words and understanding main
idea. Discuss the story to fix the facts: who, what, when, where, and
why.
Setting Storyboard: Using this storyboard, students will describe the
setting using the five senses and connect this new setting to how it
affects the actions and behavior of the character(s). [As settings appear
in different chapters.]
Think-Pair-Share: Student will think about and answer the following
questions (What does it mean to be poor? What does it mean to be
wealthy?). Then they will share their answers with classmates.
Following, they will contrast the qualities tied to be being poor as
opposed to the qualities tied to being wealthy. Finally, students will
discuss as a class whether being poor or wealthy is always financial
and by what other aspects wealth can be measured. ***(May be used
as a chapter opener)***
Expectations Matrix Chart: Students will compare/contrast the
family’s expectations of the American Dream and Christmas vs the
reality of their life and Christmas.
Standards
RL.7.1: 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.7.2: Determine a theme or central idea of a text
and analyze its development over the course of the
text; provide an objective summary of the text.
RL.7.4: Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings; analyze the
impact of rhymes and other repetitions of sounds
(e.g., alliteration) on a specific verse or stanza of a
poem or section of a story or drama.
SL.7.1: Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others' ideas
and expressing their own clearly.
W.7.4: Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
Supplemental Texts / Resources:
Vocabulary:
socioeconomic status, expectations,
inferences,
Tasks
Chapter Focus Questions
1. At the beginning of this chapter, where does the family go to get their food? (p. 42)
2. What did the butcher do to help out the family? (p. 43)
3. How do we know that Francisco’s family doesn’t have much money?(p.43)
4. Does Francisco get what he hopes for on Christmas morning? (p. 45)
5. Why do you think that Mamá is crying at the end of the chapter? (p.46)
6. What can the reader tell about Papa’s work ethic based on the information in the first paragraph?
(Work ethic means how a person feels about hard work.)
Scaffolds / Support
Picture of labor camp/army settlement
tent
Small/Whole group discussion
Close Reading/Read Aloud
Graphic Organizer with guided
questions
Sentence Starters
Use of RACE to answer questions
Discussion/Writing Questions
1.
Think of Papá’s actions in this chapter. Choose one word to describe him and develop a
paragraph using R.A.C.E. format to justify your answer. Use examples, details, etc. (from this
chapter and/or others) to support your point.
2.
Do you think people who live in poverty are less successful than people who live in abundance
(or even wealth)? Why or why not?
3. After reading “Miracle in Tent City,” “El Angel de Oro,” and “Christmas Gift,” analyze how each
of these events impacts Panchito and develops your understanding of his family and how they
overcome challenges.
4. How does Francisco truly feel? Is he selfish in his disappointment?
Suggested Close Reading Passage
Discussion Questions
Pg. 54-56
“That evening, after supper, we all sat on the side of the mattress and listened to Mamá tell us the
story about the birth of Jesus and the Three Wise men who brought Him gifts. I only half listened. I
wanted the evening to end quickly and for the morning to come. Finally, sleep overcame my brothers
and we turned in for the night. We huddled together and covered ourselves with army blankets we
had bought at a secondhand store. I could not sleep thinking about Christmas. Once in a while, Papá’s
words “but we’re broke too” entered my mind, but I pushed them out with fantasies of playing with
my very own ball.
Thinking we were all asleep, Mamá quietly slipped out of bed and lit the kerosene lamp. I covered
my head with the blanket and through a hole in it I watched her, trying to see what gifts she was
going to wrap. But she sat behind some wooden crates that served as the table and blocked my view. I
could see only her weatherworn face. The shadow cast by the dim light made the circles under her
eyes look even darker. As she began to wrap the gifts, silent tears ran down her cheeks. I did not
know why.
At dawn, my brothers and I scrambled to get the presents that had been placed next to our shoes. I
picked mine up and nervously tore at the butcherpaper wrapping: a bag of candy. Roberto, Trampita,
and Torito looked sadly at me and at each other.
They, too, had received a bag of candy. Searching for words to tell Mamá how I felt, I looked up at
her. Her eyes were full of tears. Papá, who was sitting next to her on the mattress, lifted its corner and
pulled out from underneath the white embroidered handkerchief. He tenderly handed it to Mamá,
saying, “Feliz Navidad, vieja.”
1.
What kind of gifts do the children
receive? How do the gifts reflect their
socioeconomic status?
2.
What other material possessions
mentioned before the unveiling of the
gift foreshadow that Francisco will not
be getting his ball for Christmas?
3.
What is the significance of the
white-embroidered handkerchief?
4.
How does Francisco’s experience
compare with the Biblical gift-giving of
the Three Wise Men and the fantastical
expectations of Santa’s gift giving?
Chapter 8: Cotton Sack
Instructional Questions
Learning Activities
●
What does Francisco
perceive as growing up?
Closed Reading: selected portions from the text with discussion
questions (see below)
●
What is the rite of passage
for girls to become women and
boys to become men?
Timeline: Students will agree on the facts of the reading and list the 35 most important on the timeline. This activity allow students to
practice sequencing words, transitional words and understanding main
idea. Discuss the story to fix the facts: who, what, when, where, and
why.
●
Does Roberto and
Francisco’s role and
responsibilities demonstrate that
he has grown up?
●
What can we infer about
Panchito’s expectations of
growing up?
Supplemental Texts / Resources:
Standards
Setting Storyboard: Using this storyboard, students will describe the
setting using the five senses and connect this new setting to how it
affects the actions and behavior of the character(s). [As settings appear
in different chapters.]
RL.7.1: 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.7.2: Determine a theme or central idea of a text
and analyze its development over the course of the
text; provide an objective summary of the text.
RL.7.4: Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings; analyze the
impact of rhymes and other repetitions of sounds
(e.g., alliteration) on a specific verse or stanza of a
poem or section of a story or drama.
SL.7.1: Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others' ideas
and expressing their own clearly.
W.7.4: Produce clear and coherent writing in
which the development, organization, and style are
appropriate to task, purpose, and audience.
4-Step Quote Analysis: SWBAT will use the following quote to
explain the significance of it: "Papá shook his head without saying
another word. I knew from his silence that I should not insist on it."
(62). Students may use the following questions as a guide: (What does
Panchito infer from his father’s silence and what can you infer about
Panchito in not pushing the matter?)
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?
Vocabulary:
Tasks
Chapter Focus Questions
1. How do they wear the cotton sacks as they pick cotton? (p. 52)
2. Why do you think Papá can’t sleep at night when it starts to rain? What is he worried about? (p.
53)
3. What wakes Francisco up on Saturday morning? What does this mean? (p. 55)
4. Why do you think Papá likes the sound of the honking car, even if he doesn’t like noise? (p. 55)
5. Who has to stay behind to watch the younger children this time? (p. 56)
6. What is the shell of the cotton boll like? Can it hurt you? (p. 56)
7. How much cotton does the family pick in one day? (p. 58)
8. Why does Francisco say he hasn’t earned his own cotton sack yet? (p. 60)
9. Explain how Francisco's role in the family had changed. Who took over his old role?
Scaffolds / Support
Small/Whole group discussion
Close Reading/Read Aloud
Graphic Organizer with guided
questions
Visual Aid-Quote analysis steps
Use of RACE to answer questions
Discussion/Writing Questions
1.
Are Francisco and Roberto too young to work in the fields? Why or why not? Give reasons to
support.
2.
How would it affect their lives and their family members’ lives if they were not allowed to
work?
3.
Does Francisco deserve a cotton sack? Why or why not? What do you think he has to do to
earn it?
Suggested Close Reading Passage
Pg. 61
“That evening, after supper, Papá unfolded the sacks for picking cotton and laid them out in the
middle of the floor to prepare them. I was surprised when I saw only three. I knew the twelve footlong one was Papá’s, and that the ten foot-long ones were Mamá’s and Roberto’s. “Where is mine?” I
asked.
Discussion Questions
1. Why does Francisco say he hasn’t
earned his own cotton sack yet?
2. What does Francisco perceive as
growing up?
“Don’t I get one?”
“You are still too little to have your own,” Papá answered.
“But last year I picked without a sack,” I replied, trying to hold back my tears.
Papá shook his head without saying another word. I knew from his silence that I should not insist on it.
…
Seeing this as an opportunity to prove to Papá that I was grown up enough for my own cotton sack, I
followed him and Roberto into the field.
They each took a row. I went ahead about a quarter of the way into Papá’s row. I took my hands out of
my pockets and started picking and piling the cotton in the furrow. Within seconds my toes were numb
and I could hardly move my fingers. My hands were turning red and purple. I kept blowing on them,
trying to keep warm. Then I felt the urge to relieve myself. I turned around to make sure no one was
looking. The workers, warming themselves by the fire, were too far away to see me. I cupped my left
hand and caught the warm, yellowish stream in it and rubbed my hands together. Instantly, I felt fire as
the salt stung the scratches on my skin. Then as the liquid quickly cooled, my hands felt like ice. I
could not go on. Frustrated and disappointed, I walked over to Papá. he straightened up and looked
down at me. His eyes were red and watery from the cold. Before I said anything, he looked at Roberto,
who bravely kept on picking, and told me to go over to the fire. I knew then I had not yet earned my
own cotton sack.”
3. Does Francisco deserve a cotton
sack? Why or why not? What do
you think he has to do to earn it?
Chapter 9: The Circuit
Instructional Questions
Instructional Questions
Standards
●
What is value? What makes
someone valuable?
Closed Reading: selected portions from the text with discussion
questions (see below)
●
How does one’s
perspective affect how they see
and understand the world?
Timeline: Students will agree on the facts of the reading and list the 35 most important on the timeline. This activity allow students to
practice sequencing words, transitional words and understanding main
idea. Discuss the story to fix the facts: who, what, when, where, and
why.
RL.7.1: Cite the textual evidence that most
strongly supports an analysis of what the text
says explicitly as well as inferences drawn from
the text.
RI.7.3: Analyze the interactions between
individuals, events, and ideas in a text.
RL.7.4: Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings; analyze the
impact of rhymes and other repetitions of sounds
(e.g., alliteration) on a specific verse or stanza of
a poem or section of a story or drama.
SL.7.1: Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others' ideas
and expressing their own clearly.
W.7.2: Write informative/explanatory texts to
examine a topic and convey ideas, concepts, and
information through the selection, organization,
and analysis of relevant content.
W.7.4: Produce clear and coherent writing in
which the development, organization, and style
are appropriate to task, purpose, and audience.
●
What is the story’s overall
tone? What impact does it have
on the story?
●
Is “The Circuit” an
effective title? What idea about
life does the title establish and
reinforce?
●
How does The Circuit
represent growing up?
Setting Storyboard: Using this storyboard, students will describe the
setting using the five senses and connect this new setting to how it
affects the actions and behavior of the character(s). [As settings appear
in different chapters.]
Francisco’s Mind Mirror: Francisco’s Internal Conflict ThoughtsConfusions-Questions (Include direct quote, original phrase, symbol
and image to show Francisco’s internal conflict about his way of life)
What does he think? How does he feel?
Attitudes & Behaviors Contrast Chart: When the narrator comes home
from the strawberry fields, he notices that all of the family’s belongings
are in boxes. Explain the differing attitudes the family members have
towards the move and reasons the author gives for why they feel this
way.
Supplemental Texts / Resources:
Vocabulary:
Braceros, circuit, detect, populated,
drone, instinctively, value, valuable,
growing up, perspective, tone,
Tasks
Character’s Value Compare/Contrast Chart: Using “Cotton Sack” and “The Circuit” compare and
contrast Francisco and Roberto based on several aspects of value including: Education, Age, Ability
to Work, and Role in the Family.
Chapter Focus Questions
1. Does Francisco want to move to Fresno? Explain (p. 62)
2. Tone: What does this description of the car reveal about the writer’s feelings for his father?
3. Why does the narrator dread the many moves his family’s work demands?
4. Why do the boys hide when the school bus drives by? (p. 66)
5. When does Francisco start school? When does Roberto start school? Do you think this makes it
hard for them to do well in school? (p. 66-67)
6. What is Panchito’s attitude toward going to school? Cite evidence from the text to support your
response.
7. How do you think Francisco feels about Mr. Lema? Do you think he likes him? Why? (p. 6869)
8. Francisco is very excited to get home and tell his parents about the good news that Mr. Lema is
going to teach him how to play the trumpet. What happens when he arrives home? How do you think
Francisco feels? How would you feel if you were Francisco? (p. 69)
9. How has life as a migrant farm worker affected Panchito’s education? How does he work to
overcome this challenge?
Discussion/Writing Questions
1.
Based on this chapter and your own prior knowledge, what do you think the word circuit
means? Write your answer below.
Scaffolds / Support
Small/Whole group discussion
Close Reading/Read Aloud
Graphic Organizer with guided
questions
Compare/Contrast Language
Similar to, In the same way, Like, Both
On the other hand, In contrast
But
Yet
However
Although
Scaffolds for Mind Mirror
Graphic Organizer: Evidence Chart for
Assessment Task 2
Scaffolds for Assessment Task 2
Use of RACE to answer questions
Once you have predicted its meaning, look the word up in a dictionary. There will be several
meanings. Which one do you think best fits and why? Write the definition and your explanation
below.
2.
Analyze how Mr. Lema is different from the other teacher Francisco had. Please write at least
a paragraph.
Suggested Close Reading Passage
Discussion Questions
Pg. 82-83
“During my recess I went into the rest room and opened my English book to page 125. I began to
read in a low voice, pretending I was in class. There were many words I did not know. I closed the
book and headed back to the classroom.
1. What is Panchito’s attitude toward
going to school? Cite evidence
from the text to support your
response.
Mr. Lema was at his desk correcting papers. When I entered he looked up at me and smiled. I felt
better. I walked up to him and asked if he could help me with the new words. “Gladly,” he said.
2. How do you think Francisco feels
about Mr. Lema? Do you think he
likes him? Why? (p. 68-69)
The rest of the month I spent my lunch hours working on English with Mr. Lema, my best friend at
school.
One Friday during lunch hour Mr. Lema asked me to take a walk with him to the music room. “Do
you like music?” he asked me as we entered the building. “Yes, I like corridos,” I answered. He then
picked up a trumpet, blew on it, and handed it to me. The sound gave me goose bumps. I knew that
sound. I has heard it in many corridos. “How would you like to learn how to play it?” he asked. He
must have read my face because before I could answer, he added: “I’ll teach you how to play it
during our lunch hours.”
That day I could hardly wait to tell Papa and Mama the great news. As I got off the bus, my little
brothers and sister ran up to meet me. They were yelling and screaming. I thought they were happy to
see me, but when I opened the door to our shack, I saw that everything we owned was neatly packed
in cardboard boxes”.
3. Francisco is very excited to get
home and tell his parents about
the good news that Mr. Lema is
going to teach him how to play
the trumpet. What happens when
he arrives home? How do you
think Francisco feels?
4. What is Panchito’s attitude toward
going to school? Cite evidence
from the text to support your
response.
Overview
It's now the end of seventh grade for Francisco and he is sad that the year is over. Most kids are happy about summer vacation, but for Francisco
summer vacation means picking strawberries, grapes, and cotton before starting school part way through the year. As Francisco harvest
strawberries, he meets Gabriel, a migrant worker from whom he learns about life and dignity through an argument Gabriel has with the contratista;
Francisco then uses this lesson learned to have his friend Miguelito play kick-the can after Carlos refuses to let him play.
As Francisco’s family move to Central California to pick grapes, he encounters two incidents of loss particularly with material things that he
considers valuable and irreplaceable possessions that makes him to remember things that he has learned in school and in life. Francisco loses both
of his possessions: his librito due to a fire caused by the father’s recklessness and his pennies due to his sister purchasing gumballs caused by her
naivete. Yet, Francisco realizes that there are much greater things to lose as well as that the loss of the material is not always a complete loss.
By the end of the book, Francisco and his family move back to Francisco's favorite city, Santa Maria. After this, Francisco’s life changes completely.
Since his father suffers from permanent back pain, he can no longer work in the fields. As a result, it is up to Roberto to support the family. Roberto
finds a job as a janitor at a school in Santa Maria as does Francisco, which he finds a great deal better than working in the fields. The family is very
happy because Roberto is going to have a year round job and now the family does not have to follow the harvest. Also, it means Francisco can start
school with the rest of the class and keep up with his studies. As Francisco enters Junior High School and is doing great, a Border Patrol agent enters
Francisco's classroom and arrests him as an illegal immigrant. Likewise, the family is deported to Mexico.
Summative Task
Throughout history, many foreigners have moved to the United States to have a better way of life for their family and receive a better education.
Likewise, the experiences Panchito writes about in The Circuit mirror the experiences of these immigrant families and migrant workers. Papa, in
particular, demonstrates this desire for the “American Dream” by doing what he thought was best for his family in order for them to have a better
life. On the first page of the story, Papá says “Once we cross la frontera, we’ll make a good living in California”: the hope of every immigrant
family.
In a well-developed essay discuss what the American Dream means to you and why you have this belief (use your experience as an immigrant, or
anyone you know that is an immigrant, as an example). Then analyze whether or not Panchito is able to accomplish the American Dream in
relation to your beliefs and finally argue whether the American Dream is always attainable or not, based on additional experiences presented,
discussed and researched in class.
Be Sure to Include:
●
●
●
●
●
●
●
Your definition of the American Dream
Why you have developed this definition of the American Dream
Whether or not Panchito is able to accomplish the American Dream
Whether or not the American Dream is always attainable
RACE Format Response
Relevant Textual Evidence
Language of opinion, analysis and argument
Chapter 10: Learning the Game
Instructional Questions
Learning Activities
●
What type of conflicts are
there in literature?
Closed Reading: selected portions from the text with discussion
questions (see below)
●
How does conflict create
tension and interest in a story?
Think-Pair-Share: Student will think about and answer the following
questions (What is dignity?
What is it worth to someone? (In comparison to other characteristics
and material things?). Then they will share their answers with
classmates. Finally, students will discuss as a class their answers as a
class. ***(May be used as a chapter opener)***
●
What lesson does Francisco
learn in this chapter?
●
What lesson about life and
dignity does Francisco learn from
the worker, Gabriel?
●
Why do you think the
author titled this chapter
“Learning the game”?
Timeline: Students will agree on the facts of the reading and list the 35 most important on the timeline. This activity allow students to
practice sequencing words, transitional words and understanding main
idea. Discuss the story to fix the facts: who, what, when, where, and
why.
Conflict Vignettes: Using small vignettes (scenarios) SWBAT analyze
and discuss conflict scenarios with their assigned group. Then, they
will work in small groups and analyze the conflict in the story using
evidence to support their responses
Setting Storyboard: Using this storyboard, students will describe the
setting using the five senses and connect this new setting to how it
affects the actions and behavior of the character(s). [As settings appear
in different chapters.]
Mock Interview: Using the following guiding questions students will
mock interview each other to
Standards
RL.7.1: Cite the textual evidence that most
strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the
text.
RI.7.3: Analyze the interactions between
individuals, events, and ideas in a text.
RL.7.4: Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings; analyze the
impact of rhymes and other repetitions of sounds
(e.g., alliteration) on a specific verse or stanza of a
poem or section of a story or drama.
SL.7.1: Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others' ideas
and expressing their own clearly.
W.7.2: Write informative/explanatory texts to
examine a topic and convey ideas, concepts, and
information through the selection, organization,
and analysis of relevant content.
When is it an appropriate time to defend yourself?
When is it alright to accept abuse from someone?
What if your family’s life or welfare is at stake?
What would you do to defend your pride? How/why is it worth
defending?
Does a person having “power” over other people entitle that person to
mistreat or control these other people?
What should a person in power be allowed to get away with?
(Particularly when it comes to the treatment of other people under their
supervision/ care?)
Supplemental Texts / Resources:
Vocabulary:
Video on the literary element of Conflict
http://www.teachertube.com/video/conflict-in-literature-335082
POWERPOINT FOR CONFLICT
https://www.quia.com/files/quia/users/ledfords/Conflict-PowerPt.
Excerpts from Dick and Jane books
Braceros, contratistas, huaraches,
conflict, internal conflict, external (Man
vs. Self, Man vs. Society, Man vs. Man),
vignettes
Tasks
Scaffolds / Support
Chapter Focus Questions
1. Why are Francisco’s classmates excited about summer? Why is Francisco excited about
summer? How would you feel if you had to spend your summer like Francisco? (p. 70)
2. Who works with Francisco’s family the first day? What do they learn about him during lunch?
(p. 74)
3. What happens to Gabriel? (p. 78)
4. How does Gabriel influence Panchito’s own behavior?
5. How are Panchito’s and Gabriel’s situations of defense similar and different?
6. Although Panchito seems to be successful in his choice to defend Manuelito, did Gabriel make the
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)
right choice in defending himself? Why?
Discussion/Writing Questions
1.
Francisco learns some very valuable life lessons in this chapter from the situations with
Gabriel and Carlos. Pick a few aspects, and in a paragraph, describe what he learns. You may want
to pick a few words that represent the values he learns in order to organize your thoughts.
Suggested Close Reading Passage
Small/Whole group discussion
Close Reading/Read Aloud
Graphic Organizer with guided
questions
Use of RACE to answer questions
Discussion Questions
Pg. 92
“In my country, oxen pull plows, not men,” Gabriel replied, tilting his hat back. “I am not an animal.”
The contratista walked up to Gabriel and yelled in his face, “Well this isn’t your country, idiot! You
either do what I say or I’ll have you fired!”
1) How does the contratista treat
Gabriel? Why does he treat him
this way?
2) How is the contratista like a
“leech”?
“Don’t do that, please,” Gabriel said. “I have a family to feed.”
“I don’t give a damn about your family!” the contratista replied, grabbing Gabriel by the shirt collar
and pushing him. Gabriel lost his balance and fell backwards. As he hit the ground, the contratista
kicked him in the side with the tip of his boot. Gabriel sprung up and, with both hands clenched,
lunged at the contratista. White as a ghost, Diaz quickly jumped back. “Don’t be stupid… your
family,” he stammered. Gabriel held back. His face was flushed with rage. Without taking his eyes
off Gabriel, the contratista slid into his truck and sped off, leaving us in a cloud of dust.
I felt scared. I had not seen men fight before. My mouth felt dry and my hands and legs began to
shake. Gabriel threw his hat on the ground and said angrily, “That Diaz is a coward. He thinks he’s a
big man because he runs the bracero camp for the growers. He’s nothing but a leech! And now he
tries to treat me like an animal. I’ve had it.” Then, picking up his hat and putting it on, he added, “He
can cheat me out of my money. He can fire me. But he can’t force me to do what isn’t right. He can’t
take away my dignity. That he can't do!”
Pg. 95
“We drew sticks to see who would play guard. Carlos was it. While he counted to twenty with his
eyes closed, we ran and hid. I went behind a pepper tree that was next to the outhouse. When Carlos
spotted me, he shouted, “I spy Panchito!” We both raced to the can. I got to it first and kicked with all
my might. It went up in the air and landed in one of the garbage cans. That was the last time I played
the game”.
3) According to Gabriel what does
he consider to be “what isn’t
right”?
4) What represents Gabriel’s
dignity?
5) Why would Gabriel risk his
family’s health and safety along
with his job to protect his dignity?
6) Does Gabriel make the right
choice in standing up for himself
or should he have acted
differently? Why?
1. What game is Francisco referring
to?
2. Inference: Why do you think that
was the last time Francisco played
that game?
Chapter 11: To Have and to Hold
Instructional Questions
Instructional Questions
●
What makes an object a
treasure?
Closed Reading: selected portions from the text with discussion
questions (see below)
●
Why can an object be so
important to us?
Timeline: Students will agree on the facts of the reading and list the 35 most important on the timeline. This activity allow students to
practice sequencing words, transitional words and understanding main
idea. Discuss the story to fix the facts: who, what, when, where, and
why.
●
What is a memento?
●
What is the most likely
reason Francisco writes down
everything in his “librito”?
●
Why are the pennies so
important to Panchito?
Standards
Setting Storyboard: Using this storyboard, students will describe the
setting using the five senses and connect this new setting to how it
affects the actions and behavior of the character(s). [As settings appear
in different chapters.]
RL.7.1: Cite the textual evidence that most strongly
supports an analysis of what the text says explicitly
as well as inferences drawn from the text.
RI.7.3: Analyze the interactions between
individuals, events, and ideas in a text.
RL.7.4: Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings; analyze the
impact of rhymes and other repetitions of sounds
(e.g., alliteration) on a specific verse or stanza of a
poem or section of a story or drama.
SL.7.1: Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others' ideas
and expressing their own clearly.
W.7.2: Write informative/explanatory texts to
examine a topic and convey ideas, concepts, and
information through the selection, organization,
and analysis of relevant content.
Views on knowledge/education: 4-Step Quote Analysis: SWBAT will
use the following quote to explain the significance of it: "“Well…if
you know what was in your librito, then it’s not all lost”. Students may
use the following questions as a guide:(What makes an object a
treasure? Why can an object be so important to us?)
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?
Supplemental Texts / Resources:
Fables akin to Ratoncito
Vocabulary:
Tasks
Chapter Focus Questions
1. What two belongings are very important to Francisco? (p. 81)
2. Who gives Francisco the 1910 penny? (p. 81-82)
3. How is Carl’s home different from Francisco’s home? (p. 83-84)
4. Does Francisco ever get to show Carl his own collection? Why? (p. 85) 5. What does Francisco
put in his blue librito? (p. 86)
5. What happens to Francisco’s two favorite pennies? (p. 89)
6. Why does their house catch on fire?
Scaffolds / Support
Small/Whole group discussion
Close Reading/Read Aloud
Graphic Organizer with guided
questions
Use of RACE to answer questions
Discussion/Writing Questions
1.
How is the history of the Mexican people preserved in Francisco’s family? In other words,
how do the children learn about it? How did their parents learn about it?
2.
What does this chapter demonstrate about knowledge and education? Think of Francisco’s
librito, his pennies, the fire, the gumball incident, etc.
Suggested Close Reading Passage
Pg. 107-108
Seconds later, Mama came out and sat beside me. “I know how disappointed you are, mi’jito, but
your sister is only four years old,” she said tenderly. Then clearing her throat, she continued. “Let me
tell you a story I heard when I was a little girl. Long ago there lived a very small ant who saved her
pennies for so many years that she became rich. Many animals wanted to marry her but they
frightened her. The cat mewed too much, the parrot talked to much, and the dog barked too loud. A
bull and a goat also scared her, but not a little brown mouse named El Ratoncito. He was quite,
intelligent, polite, and mannerly. They got married and lived happily for a very long time. But one
day, when the ant was cooking a pot of beans, she fell in it and drowned, leaving El Ratoncito with a
lot of pennies, but terribly sad and lonely. So you see, mi’jito, Rorra is more important than the
pennies. Don’t be so hard on your little sister.
Discussion Questions
1. What happens to the ant after
getting married to El Ratoncito?
2. What then happens to El
Ratoncito?
3. What is the moral of the story of
the ant and El Ratoncito?
4. How does the the fate El
Ratoncito and his ant wife relate
to Panchito’s situation with his
sister stealing his pennies?
Pg. 111-112
“Yes, but what about my librito. It’s gone, just like my pennies,” I responded.
After a long pause she said, “Do you know what was in your librito?”
“Yes,” I answered, wondering why she asked.
“Well… if you know what was in your librito, then it’s not all lost.”
I heard Mama’s words but did not understand what she meant until a few days later. We had moved
to a labor camp also owned by Mr. Patrini and were picking grapes again. It was a scorching, hot day.
My clothes were drenched in sweat. I crouched underneath the vines for shade but the heat pierced
right through. I recalled the fire and placed my right hand over my shirt pocket. It was empty. Feeling
a lump in my throat, I started thinking about Carl, my pennies, the house. Then, for a long time, I
thought about my librito and what my Mama said. I could see in my mind every word, every number,
every rule, I had written in my note pad. I knew everything in it by heart. Mama was right. It was not
all lost.
1. Why is Panchito so upset about
losing his librito?
2. What does Panchito realize when
he goes to reach for his librito a
few days later?
3. How is Mama right when she says
“if you know what was in your
librito, then it’s not all lost”?
4. What does the loss of the librito
and Mama’s words reveal about
Panchito’s character? How do you
know this?
Chapter 12: Moving Still
Instructional Questions
Learning Activities
●
What effects does La
Migra have on the characters
actions and behavior?
Closed Reading: selected portions from the text with discussion
questions (see below)
●
Why did the author tell this
story from the perspective of a
child?
Timeline: Students will agree on the facts of the reading and list the 3-5
most important on the timeline. This activity allow students to practice
sequencing words, transitional words and understanding main idea.
Discuss the story to fix the facts: who, what, when, where, and why.
●
How might the story have
been different if it were told from
Papà’s or Mamà’s point of view?
●
What are the benefits of
hearing these stories through the
eyes of Panchito himself?
Standards
Setting Storyboard: Using this storyboard, students will describe the
setting using the five senses and connect this new setting to how it
affects the actions and behavior of the character(s). [As settings appear
in different chapters.]
Views on Education: 4-Step Quote Analysis: SWBAT will use the
following quote to explain the significance of it: “Education pays off,
mi’jo. I am proud of you. Too bad your Mamá and I didn’t have the
opportunity to go to school” (108). Students may use the following
questions as a guide: (How do you think his parents view education?
His siblings? How does Francisco view it?)
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?
RL.7.1: Cite the textual evidence that most
strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the
text.
RI.7.3: Analyze the interactions between
individuals, events, and ideas in a text.
RI.7.6: Determine an author's point of view or
purpose in a text and analyze how the author
distinguishes his or her position from that of
others.
RL.7.4: Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings; analyze the
impact of rhymes and other repetitions of sounds
(e.g., alliteration) on a specific verse or stanza of a
poem or section of a story or drama.
SL.7.1: Engage effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others' ideas
and expressing their own clearly.
W.7.2: Write informative/explanatory texts to
examine a topic and convey ideas, concepts, and
information through the selection, organization,
and analysis of relevant content.
W.7.4: Produce clear and coherent writing in
which the development, organization, and style
are appropriate to task, purpose, and audience.
Supplemental Texts / Resources:
Vocabulary:
Cesar Chávez Biography
https://www.scholastic.com/teachers/articles/teaching-content/biography-cesar-chavez/
La migra, border patrol, barracks,
perspective, Declaration of Independence,
https://www.readworks.org/passages/cesar-chavez
inalienable,
Tasks
Scaffolds / Support
Francisco Vs. Chávez Compare/Contrast Matrix Chart: Like Cesar Chavez, Francisco Jimenez
knew from firsthand experience what life as a migrant worker was all about. Based on what you
have read about Francisco’s way of life and after reading the biographical information on Cesar
Chávez, compare and contrast how were their backgrounds, their challenges, family, and their
accomplishments. May be a partner project
Chapter Focus Questions
1. What is Francisco’s first memory of La migra? (p. 95)
2. What happens if la migra does a raid of the labor camps? (p. 95)
3. Where is their temporary home? (p. 97)
4. Why does Francisco like Santa Maria so much? (p. 99-100)
5. What are the family’s living conditions like in the barracks? (p. 100-101)
6. Both Roberto and Francisco are very hopeful for the job at the shoe store, why? What would
that job mean for them?
7. How will a year-round job for Roberto change the family’s lives?
8. Who comes for Francisco at the beginning of Miss Ehlis class? What do you think this means?
(p. 111)
9. On the first page of the story, Papá says “Once we cross la frontera, we’ll make a good living
in California”. Having finished the book, do you think this is true? Did they make a good living in
California? Do you think it was worth coming to the United States? Do you think their lives were
better? Why?
10. Think about the passage Francisco is memorizing for his teacher. What seems unfair when you
compare the words in the passage to the actions that happen next to his family?
Discussion/Writing Questions
1.
Do you think that too much pressure is put on Roberto, as the oldest, since Papá is injured?
Have you or someone you know ever had a great deal of responsibility expected of you? How did
you or the individual handle it?
Pictures of la Migra- Border patrol
officers
Copy of Declaration of Independence
Small/Whole group discussion
Close Reading/Read Aloud
Graphic Organizer with guided
questions
Use of RACE to answer questions
2. After learning that Francisco and Roberto were picked up by the border patrol, what can the
reader conclude about their future? Support your answer.
3. How does the reality of Panchito’s family’s situation compare with your definition of The
American Dream? What have they accomplished already, and what do they have yet to achieve?
Suggested Close Reading Passage
Pg. 132-133
By Friday, I had memorized the introductory lines to the Declaration of Independence and could
recite them with relative ease. Only the word “inalienable” caused me problems. I had trouble saying
it, so I broke it into syllables and repeated each sound slowly, followed by the whole word. On my
way to school on the bus, I took out the black notepad from my shirt pocket, closed my eyes, and
practiced saying “in-a-li-en-a-ble” silently to myself. The kid sitting next to me gave me a puzzled
look and asked, “Are you trying to say something?”
His question took me by surprise. “No,” I answered. “Why do you ask?”
“Well, you keep moving your lips.”
A bit embarrassed, I told him what I was doing. I don’t think he believed me because he stared at the
note pad I was holding in my hand, mumbled, and changed seats”.
Pg. 133-134
At one o’clock, right after lunch, I was the first one in Miss Ehlis’s classroom. I sat at my desk and
went over the recitation in my mind one last time: “We hold these truths to be self-evident: that all
Discussion Questions
1) The word “inalienable” means
unable to be taken away from or
given away by the possessor.
What is the significance of
Panchito having trouble
pronouncing this word?
2) What other meaning might
“inalienable” have for Panchito
regarding his status as in
immigrant and migrant worker?
3) What is the significance of the
child sitting next Panchito
reacting to Panchito’s practicing
his pronunciation of
“inalienable”?
1) How does Panchito feel when he
enters the classroom?
2) How does he feel when the
immigration officer arrives?
men are created equal; that they are endowed by their creator with certain inalienable rights; that
among these are life, liberty and the pursuit of happiness…” I checked the text in my note pad to
make sure I had not forgotten anything. It was perfect. Feeling confident, I placed the note pad inside
the desk and waited for the class to start.
After the bell rang and everyone was seated, Miss Ehlis began to take roll. She was interrupted by a
knock at the door. When she opened it, I could see Mr. Denevi, the principal, and a man standing
behind him. The instant I saw the green uniform, I panicked. I wanted to run but my legs would not
move. I began to tremble and could feel my heart pounding against my chest as though it wanted to
escape too. Miss Ehlis and the immigration officer walked up to me Putting her her right hand on my
shoulder, and looking up at the officer, she said sadly, “This is him.” My eyes clouded. I stood up and
followed the immigration officer out of the classroom and into his car marked “Border Patrol.”
3) Why is the passage of the
Declaration of Independence that
Panchito recites to himself
significant to Panchito?
4) How does the passage from the
Declaration of Independence
relate to the arrival and actions of
the immigration officer?
5) Does Panchito have the
“inalienable rights” of life, liberty
and the pursuit of happiness”?
How do you know?