Felipe Alou by Carol Gaab
Felipe Alou Hooks
Chapter 1
Felipe Alou chapter 1 "hook": I have two doors into my classroom, so in my Spanish II/III class today, I sent half of the class to wait outside each door, while a couple "military" stood inside with a sprig of parsley, a paper saying "perejil" and a toy sword. The military let the students in one by one and asked them "¿Qué es?" I knew the unfamiliar word would trip up some students. Those who could not pronounce it correctly or simply said, "No sé" were "killed" and had to sit or lie on the floor as others entered. After all were inside, I told them that those who were killed were Haitians and the living were Dominicans. Then we read chapter 1. I could watch the comprehension hit, as we came to the part about the perejil massacre.
Chapter 1
Felipe Alou chapter 1 "hook": I have two doors into my classroom, so in my Spanish II/III class today, I sent half of the class to wait outside each door, while a couple "military" stood inside with a sprig of parsley, a paper saying "perejil" and a toy sword. The military let the students in one by one and asked them "¿Qué es?" I knew the unfamiliar word would trip up some students. Those who could not pronounce it correctly or simply said, "No sé" were "killed" and had to sit or lie on the floor as others entered. After all were inside, I told them that those who were killed were Haitians and the living were Dominicans. Then we read chapter 1. I could watch the comprehension hit, as we came to the part about the perejil massacre.
Chapter 3
After reading Ch. 2 today, we held Juegos Panamericanos. We had a lot of students missing today, due to volleyball and soccer tournaments, so I asked the students if we should postpone this. (I just thought of it last night, so it wasn't something they knew was coming.) The class insisted that the other kids were already having fun. Good point. We took lots of pictures, so the kids who were gone can be jealous.
I printed country flags (including USA and Dom.Rep., of course) which I randomly distributed to create teams of 4 students. Each team assigned "athletes" to one of four sport options: 100 m, 5000 m, salto de longitud, jabalin. (I had a slide with photos and names of events) Extra students were scorekeeper and photographer. I could have used an árbitro, but scorekeeper filled that role. While athletes competed in an event (which we did outside), the others cheered on their countries. (I have big flags for these countries that I meant to let them wave, but forgot.) And no, I did not measure out distances or worry about how these events might actually be run. Jabalines were made by rolling up a sheet of paper and taping it, one end folded to create a point. Ends up that teams that stapled the pointy end did better than those who used tape, as there was more weight. After our events (about 15 minutes max), we tallied up scores, declared a winner and read Ch. 3.
I am trying to create an active, interesting hook for each day's reading. Today goes in the "win" column for sure.
After reading Ch. 2 today, we held Juegos Panamericanos. We had a lot of students missing today, due to volleyball and soccer tournaments, so I asked the students if we should postpone this. (I just thought of it last night, so it wasn't something they knew was coming.) The class insisted that the other kids were already having fun. Good point. We took lots of pictures, so the kids who were gone can be jealous.
I printed country flags (including USA and Dom.Rep., of course) which I randomly distributed to create teams of 4 students. Each team assigned "athletes" to one of four sport options: 100 m, 5000 m, salto de longitud, jabalin. (I had a slide with photos and names of events) Extra students were scorekeeper and photographer. I could have used an árbitro, but scorekeeper filled that role. While athletes competed in an event (which we did outside), the others cheered on their countries. (I have big flags for these countries that I meant to let them wave, but forgot.) And no, I did not measure out distances or worry about how these events might actually be run. Jabalines were made by rolling up a sheet of paper and taping it, one end folded to create a point. Ends up that teams that stapled the pointy end did better than those who used tape, as there was more weight. After our events (about 15 minutes max), we tallied up scores, declared a winner and read Ch. 3.
I am trying to create an active, interesting hook for each day's reading. Today goes in the "win" column for sure.
Chapter 4
I had planned to do the cardboard mitt and rag ball activity, but didn´t have a lot of time (because we started watching video "Rumbo a las grandes ligas"--a must for reading Felipe Alou BTW), and it was too rainy to go outside anyway.
Instead, I told my students a story about trying to open a bank account in Spain. The bank clerk had to explain (with much difficulty, since my Spanish was quite low then) the 2 apellido format and what constitutes a real "firma" (not simply writing a name). The students wrote out their own 2 apellido names. They looked at some samples and spent a few minutes trying to create a distinctive "firma." I then had them mill around the room, collecting signatures from classmates. Not a super active "hook," but they got out of their seats and were involved, and totally understood when Felipe signed his name incorrectly.
After class, I found some tutorials for creating firmas. I think it would be fun for students to see the creativity that goes into coming up with a firma. A couple years ago, I had a Mexican exchange student come talk to my class about how her firma had evolved from childhood to age 18, which students found very interesting. I know the "firma" is not only a thing in Spanish-speaking cultures, but it seems much more predominant. And, as I learned at the bank, just writing a name doesn´t cut it.
I had planned to do the cardboard mitt and rag ball activity, but didn´t have a lot of time (because we started watching video "Rumbo a las grandes ligas"--a must for reading Felipe Alou BTW), and it was too rainy to go outside anyway.
Instead, I told my students a story about trying to open a bank account in Spain. The bank clerk had to explain (with much difficulty, since my Spanish was quite low then) the 2 apellido format and what constitutes a real "firma" (not simply writing a name). The students wrote out their own 2 apellido names. They looked at some samples and spent a few minutes trying to create a distinctive "firma." I then had them mill around the room, collecting signatures from classmates. Not a super active "hook," but they got out of their seats and were involved, and totally understood when Felipe signed his name incorrectly.
After class, I found some tutorials for creating firmas. I think it would be fun for students to see the creativity that goes into coming up with a firma. A couple years ago, I had a Mexican exchange student come talk to my class about how her firma had evolved from childhood to age 18, which students found very interesting. I know the "firma" is not only a thing in Spanish-speaking cultures, but it seems much more predominant. And, as I learned at the bank, just writing a name doesn´t cut it.
Chapter 5
We talked about how kids who are very poor can still play baseball with homemade equipment. Students made cardboard mitts one class period. The next class, I gave them a bunch of rags and said they needed to figure out how to make a ball (in small groups). It was interesting to see the different solutions, using only rags, no tape. I also said they had to find something to use as a bat. I had a stick in the room, but left it to them to notice it and decide to use it. (Check out Mis Clases Locas for more details about the guantes de cartón activity. http://misclaseslocas.blogspot.com/…/guantes-de-cartn-activ…)
When we played a short game of baseball outside (thankful for sunny weather today!) And yes, the stick broke, but the game went on.
We talked about how kids who are very poor can still play baseball with homemade equipment. Students made cardboard mitts one class period. The next class, I gave them a bunch of rags and said they needed to figure out how to make a ball (in small groups). It was interesting to see the different solutions, using only rags, no tape. I also said they had to find something to use as a bat. I had a stick in the room, but left it to them to notice it and decide to use it. (Check out Mis Clases Locas for more details about the guantes de cartón activity. http://misclaseslocas.blogspot.com/…/guantes-de-cartn-activ…)
When we played a short game of baseball outside (thankful for sunny weather today!) And yes, the stick broke, but the game went on.
Chapter 6
After very pointed feedback when I posted the way I did the Reader´s Theater of the restaurant discrimination, I will change it up next time I teach the book. My current idea is to do a "hook" activity before reading the chapter, rather than Reader´s Theater of the actual event.
Divide students into two groups, based on something random and not connected to race--Names A-M and N-Z, draw a card with one of two symbols, etc. Then give one group special treat and others nothing. Discuss how it feels to be discriminated against for a reason you cannot control and has nothing to do with who you are as a person.
After very pointed feedback when I posted the way I did the Reader´s Theater of the restaurant discrimination, I will change it up next time I teach the book. My current idea is to do a "hook" activity before reading the chapter, rather than Reader´s Theater of the actual event.
Divide students into two groups, based on something random and not connected to race--Names A-M and N-Z, draw a card with one of two symbols, etc. Then give one group special treat and others nothing. Discuss how it feels to be discriminated against for a reason you cannot control and has nothing to do with who you are as a person.
Chapter 9
Before reading ch. 9, I gave students a blank paper doll template and they created suits for Felipe. I projected a slide of compliments (Me gusta tu traje, el color te queda bien, qué corbata más bonita, etc.) and had them mingle and compliment each others´ suits. Actually, I got a little out of sequence, and accidentally had them do this a couple chapters early (which is why I haven´t posted hooks the last 2 chapters). But it worked out OK. Today before we read ch. 9, I had them do the same mingle/compliment activity, which they seemed to have as much fun with as the first time. Then they used their paper dolls to act out some of the scenes from ch. 9 as we read.
I think making the beautiful suits for their Felipe dolls brought the restaurant scene home, plus gave us loads of reps of "traje" before reading.
Before reading ch. 9, I gave students a blank paper doll template and they created suits for Felipe. I projected a slide of compliments (Me gusta tu traje, el color te queda bien, qué corbata más bonita, etc.) and had them mingle and compliment each others´ suits. Actually, I got a little out of sequence, and accidentally had them do this a couple chapters early (which is why I haven´t posted hooks the last 2 chapters). But it worked out OK. Today before we read ch. 9, I had them do the same mingle/compliment activity, which they seemed to have as much fun with as the first time. Then they used their paper dolls to act out some of the scenes from ch. 9 as we read.
I think making the beautiful suits for their Felipe dolls brought the restaurant scene home, plus gave us loads of reps of "traje" before reading.