Oxford, Claire

Thornton, Eric

English

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Digital Kenyon: Research, Scholarship, and Creative ExchangeBorders in Play Lesson Plans Borders in Play2017Claire Oxford Lesson Plan 3Claire OxfordKenyon CollegeEric ThorntonKenyon CollegeFollow this and additional works at: https://digital.kenyon.edu/bordersinplaylessonplansPart of the Curriculum and Social Inquiry Commons, and the Modern Languages CommonsThis Article is brought to you for free and open access by the Borders in Play at Digital Kenyon: Research, Scholarship, and Creative Exchange. It hasbeen accepted for inclusion in Borders in Play Lesson Plans by an authorized administrator of Digital Kenyon: Research, Scholarship, and CreativeExchange. For more information, please contact noltj@kenyon.edu.Recommended CitationOxford, Claire and Thornton, Eric, "Claire Oxford Lesson Plan 3" (2017). Borders in Play Lesson Plans. Paper 22.https://digital.kenyon.edu/bordersinplaylessonplans/22Eric Thornton and Claire Oxford Professor Román-Odio SPAN 380 — Cultural Productions of the Borderlands Lesson #3  — This is Just to Say / Tomás and the Library Lady 3 October 2017  Opening activity (10-15 minutes) ● What did we talk about last class?  ○ Terms: Bilingual, bicultural, first-person narration, third-person narration ○ Review how to say: “Me están volviendo loco/a!” ● Distribute and read: “This is Just to Say” by William Carlos Williams and “Variation on a Theme by William Carlos Williams” by Tino Villanueva ○ Read aloud poems, popcorn for a few lines to different students ○ Review questions: Does this poem use first-person? What’s different about these two poems? Why do you think Villanueva included tamales instead of plums?  ● Optional activity: write a poem! What food would you eat? Include a drawing, if you would like.   ○ Everyone will share: How are our stories different? Why did you choose your specific food?  Tomás and the Library Lady (45 minutes) ● Read the story aloud (15 minutes) ○ Popcorn individual lines ● Reading Comprehension Questions (5-10 minutes): ○ Who can tell me what happened in this story? Where did it take place? Who was the main character? Was there a conflict? First person? Third-person? ○ What does Tomás use to help himself feel better? (Reading) ■ What do you do to feel like you’re at home? ○ Where was Tomás coming from and where was he going to? What is the Setting? Why is this important? What do we learn is different about these places? ■ Have any of the students moved? What was different between these places? ■ What is home for Tomás? What makes home, home? ○ Spanish Phrasebook Activity (10 minutes) Each student receives a little booklet, on each page they write the following words from the story in Spanish and English and draw an accompanying picture:  ■ Libro = Book (sounds like Library) ■ Buenas tardes = Good afternoon ■ Buenas noches = Goodnight ■ Pájaro = Bird (sounds like parrot) ■ Ombligo = Belly button ● Comparison Activity:  ○ How is Tomás like Margot? Sandra? How is he different?  ○ Is the librarian like the nun? Why not?  ○ What is like for all of these characters to live with borders or between places/cultures?  Closing Creative Activity:  ● Tomás loves to learn about dinosaurs and birds in the library and this distracts him from feeling lonely, what do you like to think about when you feel lonely? Draw it!      

Claire Oxford Lesson Plan 3

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Claire Oxford Lesson Plan 3

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Kenyon College: Digital Kenyon - Research, Scholarship, and Creative Exchange