Esperanza Rising

The Grapes/Harvest How do the big metaphors in this novel show up again in these last two chapters? Why do you think Pam Muñoz Ryan did this? How does this big metaphor help us understand an important message or theme in the novel? Post images, comments, questions and your interpretations below! Expeditionary Learning. (2012).  NYS Common Core ELA Curriculum. G5:M1:U2:L14 . New York, NY.

The Rose How do the big metaphors in this novel show up again in these last two chapters? Why do you think Pam Muñoz Ryan did this? How does this big metaphor help us understand an important message or theme in the novel? Post images, comments, questions and your interpretations below! Expeditionary Learning. (2012).  NYS Common Core ELA Curriculum. G5:M1:U2:L14 . New York, NY.

The Blanket How do the big metaphors in this novel show up again in these last two chapters? Why do you think Pam Muñoz Ryan did this? How does this big metaphor help us understand an important message or theme in the novel? Post images, comments, questions and your interpretations below! Expeditionary Learning. (2012).  NYS Common Core ELA Curriculum. G5:M1:U2:L14 . New York, NY.

The Heatbeat How do the big metaphors in this novel show up again in these last two chapters? Why do you think Pam Muñoz Ryan did this? How does this big metaphor help us understand an important message or theme in the novel? Post images, comments, questions and your interpretations below! Expeditionary Learning. (2012).  NYS Common Core ELA Curriculum. G5:M1:U2:L14 . New York, NY.

The River How do the big metaphors in this novel show up again in these last two chapters? Why do you think Pam Muñoz Ryan did this? How does this big metaphor help us understand an important message or theme in the novel? Post images, comments, questions and your interpretations below! Expeditionary Learning. (2012).  NYS Common Core ELA Curriculum. G5:M1:U2:L14 . New York, NY.

 “I can give specific feedback that will help other students make their writing better,” “I can use feedback that I receive from others and self-reflection to improve my writing” Today, we will be listening to each other's two-voice poems and providing feedback. Remember: Be kind, Be helpful, and Be specific Our feedback will: 1. Compliment something you enjoyed about their poem 2. Ask a question about any part of the poem 3. Provide a suggestion to better the poem Expeditionary Learning. (2012). NYS Common Core ELA Curriculum. G5:M1:U2:L14 . New York, NY. You and your partner will post your flipgrid to this board. Then, I will pair you up with another group to provide feedback to. Your dialogue will happen over this discussion post so others can contribute as well. Great work everyone! After feedback has been used to better your poem, you and your partner will be posting your final, finished product into our class flipgrid. We wil

What is Isabel praying so hard for? What does Esperanza give Isabel? Why? Expeditionary Learning. (2012). NYS Common Core ELA Curriculum. G5:M1:U2:L13 . New York, NY.

Why is Miguel upset, and how does Esperanza react? Expeditionary Learning. (2012).  NYS Common Core ELA Curriculum. G5:M1:U2:L13 . New York, NY.

In this chapter, you and a partner will get to be creative as you compare and contrast two different characters through creating a two-voice poem! Then, you will record it together on Flipgrid! Remember, in a two-voice poem: -The two voices speak together for things that are similar -Each voice is clear, distinct, and consistent -The writer balances the lines said separately and those read together -The writer uses figurative language to make the writing engaging You will be using this template to guide you: Click the picture to get to Flipgrid! Expeditionary Learning. (2012). NYS Common Core ELA Curriculum. G5:M1:U2:L13 . New York, NY.

 “I can compare and contrast Esperanza to another main character in Esperanza Rising.”  Throughout our journey reading our novel, we have been comparing Esperanza to other characters. One specific example is how different Esperanza’s perspective on the camp was from Isabel’s. A two-voice poem is written for two people to perform. The poetry usually has two columns— one for each person who is reading the poem. Each person reading the poem reads the text in one of the columns. Sometimes, the poet wants the two readers to say something at the same time, so the poet writes the words on the same line in each column. These poems often sound like a dialogue for two people. Check out this example of a two-voice poem! Education Parodies . (Oct. 26, 2009). Immigration Two Voice Poems. [Video file]. Retrieved from https://www.youtube.com/watch?v=owb-B0h7iXw In a two-voice poem: The two voices speak together for things that are similar Each voice is clear, distinct,

Reread page 192. How does Marta respond to everything that has happened to her? How does Marta feel about the strike? What does Marta explain to Esperanza? Cite evidence from the text in your answer. Expeditionary Learning. (2012). NYS Common Core ELA Curriculum. G5:M1:U2:L12 . New York, NY.