A
copy of the story,“The Barbosa
Express” by Ed Vega
 If possible,some NYC subway maps
or reproductions
 Butcher paper(or any paper
appropriate for creating posters)
 Markers
California Standard 2.2: Write
Responses to Literature
http://www.flocabulary.com/fivethings.html
1.Ask how many students have had a
quinceañera.
2.Discuss the reasons for a
quinceañera.
3.Discuss equivalent celebrations
in non-Latin cultures.
Match the following terms to their definitions
1. Roberto Clemente
2. Caboose
3.
4. Dictaphone _____5. The Jones Act
A.
B.
C.
D.
E.
F.
IBM Selectric
6. FALN
The last car of a train
A typewriter
Law passed in 1917 making Puerto Ricans U.S. Citizens
First Puerto Rican inducted into the Baseball Hall of Fame
A machine used to record and transcribe dictation
Fuerzas Amadas de Liberacion. A revolutionary group active in
the 1970s that used violent measures to fight for Puerto Rican
independence.
How do family members help each other?
 What is the connection between family
and culture? Can the two be separated?
 Under what circumstances is it
acceptable to break the law?







Read story out loud.
Summarize the plot.
Identify the protagonist, antagonist and
point of view.
List three adjectives to describe
Barbosa and three adjectives to describe
Mendoza.
Identify the setting. What details in
the story reveal the setting?
Classify the type of conflict: character
vs. character, character vs. nature,
character vs. society, character vs.
fate, or character vs. the supernatural.
Find examples of imagery:
figurative (simile, metaphor,
personification)and literal.
 Identify a key symbol in the story.

As students are working on this
activity circulate, answer
questions, and guide students to key
passages.



Think of the story as a train. The theme
is the track the train is running on.
The elements of the story: plot,
characters, setting, point of view,
imagery, symbols, are the individual
cars of the train.
Which element is at the front of the
train (the lead car)? Which cars follow
and in what order?
Use butcher paper to illustrate the
train. In each car, draw a picture
illustrating the story element and find
a quote that supports your assertion.
 Students
will present their
posters/ideas to the class.
 Ask them to finish the sentence:
“This story is about…” without
using plot summary. This will
guide them to theme statements.
 For homework they should write two
thesis statements.




Vega,Ed. Mendoza’s Dreams,“The Barbosa Express.” Houston:Arte Publico Press,
1987.
Abraham, Chris. "New York City SubwayMap."Http://chrisabraham.comChris
Abraham, 30 Sept. 2005. Web. June & July 2011.
WordPress. “PuertoRicanFlag(Grunge). “Http://blogatwordpress.org. 17. Oct.
2010. Web. June & July 2011.
American Flag Clip Art. “Large American Flag”. Http://webweaver.nu. 19982011. Web. June & July 2011.