UNIT 1 READING DIFFERENTIATED INSTRUCTION EXPLORE AND LEARN Scaffold Make sure that students understand that the point of view changes in this memoir as this is potentially a confusing element. Review point of view again. Students could demonstrate clear comprehension by sketching an illustration with speech bubbles to show who is talking: Gonzalez telling the story from the first paragraph, Refugio telling the story in the second and third paragraphs, and a speech bubble showing dots to indicate she’s imagining. Amplify Make sure students understand the meaning of the word inspire. They may use the words motivate or encourage to explain the concept. Encourage them to explore and link their feelings, values, and thoughts by identifying a person who inspires them, what it is they value about the person, and what change they want to make or do as a result of the person. Ask: Who are some people who inspire you? Students may share the names of family or community members. Honor these people. Ask: Are there any famous people whose stories inspire you? Give students time to organize their thoughts and prepare statements, and then encourage students to share their information and ideas in pairs or small groups. Reading: My Great-Grandmother Refugio Morales • Make predictions Ask a student to read aloud the title. Ask: Who is the author? Say: Point to her. Draw students’ attention to the picture. Ask several students to describe what they see. Then ask: What do you think we will learn about this woman? • Recognize mood Explain that the mood of a text is how it makes you feel when you read it. Show students how art also has mood. Ask students to think about the colors and lines in the painting. Ask: How does this painting make you feel? What kind of person do you think her great- grandmother was? Was she sad or angry? Was she happy and warm? • Read and comprehend literature Play the audio or read aloud the memoir as students read along silently. • Identify point of view Say: This memoir looks a little different from the others. How is it different? Elicit that the first paragraph is in regular Roman type, while paragraphs 2 and 3 are in italics. Ask students to turn to a classmate and discuss why the author would do this. Finally, elicit that the paragraphs use different points of view. Ask: Who is telling the story in the first paragraph? (Gonzalez) Who is telling the story in the second and third paragraphs? (Refugio) Did Refugio write this? (No, Gonzalez is imagining what Refugio would say.) What clues alert you that the point of view has changed? (The words of Refugio are in italics, and the pronouns switch from she/her to me/I.) • Use a glossary Tell students to study the glossed words and practice substituting them with the definitions given to understand their meaning. To confirm comprehension, have students demonstrate their meaning if possible. For example, ask students to act out galloping, and use their voices. Discuss how the word voice is used in the memoir. Ask: Do plants have voices? (no) How does Refugio know what plants to use as medicine? Then ask: Who do we see in place of a healer? What brings you joy? • Determine meaning from context Point out the italicized word curandera. Ask: Why is it in italics? (It is not an English word.) What does curandera mean? (traditional healer) Point out that the definition is given right after the word and that the dash is a signal that a definition will follow. • Identify key words Point out the highlighted word inspired. Remind students that they learned this word on page 5 and elicit its meaning. • Probe and reflect on a reading Ask students to engage in conversation about what they have read. Ask questions to stimulate ideas, for example: Why do you think Gonzalez is inspired by her great-grandmother? 12 UNIT 1 Honoring Our Ancestors BLC23_SE_LB_U01_008-017_RD.indd 12 8/30/21 11:28 AM 12 | Teacher’s Edition • UNIT 1
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