3rd Junior Cinta Lersundi “My Name” by Sandra Cisneros (Taken from the book The House on Mango Street) In English my name means hope. In Spanish it means too many letters. It means sadness, it means waiting. itis like the number nine. A muddy color. It is the Mexican records my father plays on Sunday mornings when fie is shaving, songs like sobbing. It was my great-grandmother's name and now it is mine. She was a horse woman too, born like me in the Chinese year of the horse--which is supposed to be bad luck if you're born female - but | think this is a Chinese lie because the Chinese, like the Mexicans, don’t like their women strong. My great-grandmother. | would've liked to have known her, a wild, horse of a woman, so wild she wouldn't marry. Until my great-grandfather threw a sack over her head and carried her off. Just like that, as if she were a fancy chandelier. That's the way he did it. ‘And the story goes she never forgave him. She looked out the window her whole life, the way so many women sit their sadness on an albow. | wonder if she made the best with what she got or was she sorry because she couldn't be all the things she wanted to be. Esperanza. | have inherited her name, but | don't want to inherit her place by the window. At school they say my name funny as if the syllables were made out of tin and hurt the roof of your mouth. But in Spanish my name is made out of a softer something, like silver, not quite as thick as sister's name Magdalena — which is uglier than mine. Magdalena who at least can come home and become Nenny. But | am always Esperanza. | would like to baptize myself under a new name, a name more like the real me, the one nobody sees. Esperanza as Lisandra or Maritza or Zeze the X. Yes. Something like Zeze the X will do.3rd Junior Cintia Lersundi Literature Circles ‘A group of students (minimum of 3 - maximum of 5} that are reading the same book/short story. When they meet, they discuss what they have read and plan for the next session. In Literature Circles, each student has a different role (see below) in order to increase their 2ppreciation of the book. Obligatory roles ay Your job is to write a list of questions about what you have read for your group to discuss. The best questions will come from your own thoughts, feelings, and ideas about this section. You also need to write your own answers to these questions. You can also help other students by spotlighting something interesting, powerful, funny, puzzling, or important from the text. You can read parts aloud yourself, or ask another group member to read them. include your reasons for picking the paragraphs or sections you did, Please record the page number and paragraph. You are also responsible for including each member in the group discussion, Make sure everyone responds to one another in a positive manner. Sample Questions: ‘* What was going through your mind when you read this? How did you feel when...? Discussion Director Can someone summarize this section? Did anything surprise you about this section of the book? Predict something about the next section of the book. ge a Summarizer Your job is to prepare a summary of the reading, Don’t tell the whole story, just focus on the important parts. The other members of your group will be counting on you to give them a quick statement that tells about the story (the summary), and the key points, 4 Wocabulary Enricher/Finder Your job is to look for important words in your reading. if you find words that are puzzling or ‘unfamiliar, mark them down on this page while you are reading, Later, you can look them up in a dictionary and \write down thelr definitions, You may also find words in the reading that are significant to the story. Mark these words too, and be teady to point them out to the group. When your circle meets, help members find and discuss the words. TERM Page /context definition3rd Junior Cintia Lersundi Optional roles Connector ™ Your job is to find connections between the story you are reading and the outside world. ‘This means connecting what you read with your own life, to what happens at school or in the community, to r events at other times and places, or to other people or problems. Once you have shared your connection to this section of the book, each member of your group will also relate their own connection to the book, although they may refer to a different passage. _ ‘Travel Tracer In a book where characters move around a lot and the scenes change frequently, it fs important for everyone in your group to know where things are happening and how the setting may have changed. Even if the scenery doesn’t change much, the setting is still avery important part of the story. Your job is to track where the action takes place. Describe each setting in detail, either in words or with a picture map that you can show and discuss with your group. Be sure to give the page numbers. Literature Circle Sequence Phase 1 Phase 2 Phase 3 Teacher Initiated - “Teacher Initiated - Stadent Initiated - “Teacher Directed Student Ditected Student Directed Characteristics: Characteristies: (Characteristics: Teacher forms xe “Teacher forms reading ‘Students forme their own groups (based on h ‘gzoups (based on ondlng groups student preference) shudent preference) ‘ Students determine ‘Teacher determines Teacher determines renng assignment seading assignment seading assignaent Students read section Students read section Students ead section and complete role sect and complete ‘and complete before mecting assignment packet assignment packet Groupe meee ‘bofore mooting, before meeting ‘same time Groups meet at Groups meet at the Students lead circle discussions different times sue tite ‘ ‘Teacher leads cincle ‘Students lead cielo Students coaluate oom discussions aiscussions progress ‘Teacher evaluates ‘Students conte ous a progress '3rd Junior Cintia Lersundi After Reading INFORM THE CLASS - Explain what your name means. {You may use these questions, but you don’t have to. You can say anything about your name). 1 non . What do you think about your name? Where does it come from? What does iermean? Does It have special meaning in a foreign language? ‘Do you know why your family chose your name? How did you get your name? Who chose it? Were you named after a particular person? (Why?) He : ‘Are you like that person or different from him or! her? How? Do you have a nickname? How did you arrive at that nickname? How do you feel about it? Do you use it? (Would you change your ramme if you could? Why (not)? What would you change it to? Why did you select this name? Would changing your name make you feel different thon YON feel now? How? Why? Do you use your middle name instead of your first name? if so, explain why. “Try to include a personal anecdote about your name: Has your name ever gotten you into trouble? Has anyone ever commented on yous name? eh at aid they say? How did that comment make you feel? Do you think your name causes people to treat Youn 3 particular way? How? Cite an example oF 160. Try to add metaphors; consider what your name ‘ould be iit were a color, @ day, 2 car, a tree/flower, hima, or feelings and sounds you associate with I ‘You can do one of the following activities: «Power Point /Prezi (presentation) «© powToo! | https://uww.powtoon.com/home/ales), (create animated videos) © Poem:‘susaijsituauieay/6icysuncogsaagmoat 289% ub, ex, BH, say. 31 yO IE IO 1 ey sou sauces oy vse sweU Jo sade ore yey sowe yo eeduees 2 ° aise soury peedues — g z “magueweg, put go, ke ————— jp soduera -E,pue 204, ‘sO 01g 3 29 pnoo ou soueu p sues, “oui, pue Ae, ayes, 218 — wodbne yey sou jo sds unser pus Jouoy, e ie sau readies a “gases pe Kee sues sored sous pop ‘SuoenisiBuouleayBsoyounosysiusqiaAN “nye obcens woes 1 vesoe voor aloo ones say umu yey hue agp aenecag ended Batuacag heegol ry, ‘fog 0} eusu sopdod © on, ‘uum Se sone ae Su AIRS ‘mou ka parton 26 6 ‘ur eng homme, 20m, “8 ‘eueume wy a0 po uw wo LD * outs nou Aejeueo e wsaweU sesuNCU Sus -woqo,souneuoe weg iea seuss spuansume Sq OL +L seouauee S554 1} 0m%4 209M I sje; 40 ona :Guipueysiepun nok y2249 1840 WOH sem Gm seaUNUOE oi HDD iy deB :Buypurrsiopun anok y90u9 °Z fad Smit gus a an soe as asp ME UR ANE RG eS AK ze sey on, “RUM od fu ogo eseseg aU aNdos es FEN, ey ou, apm snows; pours see sp sumEOG OF ae Tay wer war a ow acer ewan ‘am we suet eum ‘nso “es aco 04 spe 8 su oneredarg Sapa [oa © 3a TORE Sa BOTTA suse] ysyBugwes) TAN 8S ‘Sos(olexe— Zeueu © u) sjeuM feOnDeId SHPIS BuIUEISTT suse) ysyBuyuies]