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Lesson 3

We will collaborate with peers to analyze the poem “Immigrants in Our Own Land” in order to deepen our understanding of how authors use literary elements and narrative techniques to illuminate meaning and themes.

Lesson Goals

  • Can I recognize points of connection among texts, textual elements, and perspectives to make logical, objective comparisons?

  • Can I use connections among details, elements, and effects to make logical deductions about an author’s perspective, purpose, and meaning in texts?

  • Can I gather and organize relevant and sufficient evidence to demonstrate an understanding of texts and topics, support claims, and develop ideas?

  • Can I explain why mentor sentences are powerful, and can I explain how I might emulate them in my own writing?

Texts

Core

  • Tradebook
    • The Book of Unknown Americans, Cristina Henríquez, Knopf Doubleday Publishing Group, 2015
  • Unit Reader
    • “Immigrants in Our Own Land,” Jimmy Santiago Baca, New Directions Publishing Corp., 1979

Materials

Tools

Reference Guides

Question Sets

Editable Google Docs

Activity 1: Discuss

We will share our mentor sentence analysis with a partner.

Step 1

As a class, review the concepts of mood and tone. Consult the Mood Reference Guide and Tone Reference Guide to ensure you have a precise understanding of the terms.

Step 2

Work with a partner to discuss the mentor sentences you identified in your Mentor Sentence Journal during the homework reading. Use the following questions to guide your discussion:

  1. What is unique about the word choice in this sentence?

  2. What is unique about the syntax in this sentence?

  3. What mood does Henríquez create in this sentence? How does she create it?

  4. What tone is conveyed by Henríquez in this sentence? How is that tone conveyed?

  5. What does this sentence contribute to the ideas in the text?

  6. How does the sentence expand your understanding of a character or theme?

Activity 2: Read – Discuss

We will analyze the poem, “Immigrants In Our Own Land” using close-reading strategies for active reading.

Step 1

Closely read "Immigrants in Our Own Land" by Jimmy Santiago Baca.

  • Listen and follow along while your teacher or one of your peers reads the entire poem aloud.

  • Reread stanza 1. Choose a highlighter color and underline or circle phrases that convey feelings.

  • Reread stanza 1 again. Choose a different color and underline or circle phrases that develop the plot.

  • Reread stanza 1 one more time. Choose a different color and underline or circle phrases that represent imagery or descriptive language.

  • As a class, respond to the following question: What is one word that describes the tone of stanza 1?

Step 2

Repeat the steps for each stanza, and discuss the final question with your small group.

  1. Reread the next stanza. Choose a highlighter color and underline or circle phrases that convey feelings.

  2. Reread the stanza again. Choose a different color and underline or circle phrases that develop the plot.

  3. Reread the stanza one more time. Choose a different color and underline or circle phrases that represent imagery or descriptive language.

  4. With your small group, respond to the following question: What is one word that describes the tone of the stanza?

Activity 3: Discuss – Write

We will synthesize our understanding of the poem “Immigrants In Our Own Land” by answering a series of text-dependent questions.

Step 1

Discuss the questions below with your small group and write down the answers in your Learning Log. You can also find these questions on your Section 2 Question Set.

  1. What is the tone of the poem? Is there more than one? What words does the author use to signal the tone?

  2. Who is the speaker in the poem? How do you know?

  3. What is this poem about? How do you know?

  4. What is the overall theme of the poem? What evidence from the poem supports that interpretation?

  5. How can the poem and its theme relate to more than one experience? Explain.

Step 2

Set up a new Literary Elements and Narrative Techniques Note-Taking Tool for “Immigrants in Our Own Land.”Write down at least four entries on the tool.

Activity 4: Read

We will analyze a passage in the text for tone.

Reread the following quote from Mayor and consider the following questions:

  1. What is the tone of this section of text?

  2. What words or phrases led you to this conclusion?

  3. How does punctuation play a role in helping you discern the tone of the passage?

Write down the quote and your analysis in your Literary Elements and Narrative Techniques Note-Taking Tool.

And Benny took my mom by the hand, spinning her around. Ynez and Jose joined in, Jose leaning on his walker while he rocked back and forth, and Micho pulled Nelia up off the couch into a twirl. Almost everyone in the room started singing along and eventually my dad put his drink down and cut in on Benny and my mom, sliding his arm around her waist. "Now this is more like it!" my dad yelled above the noise. "This is like the Christmases I knew!" (p. 141)

Activity 5: Write

For homework, we will read and annotate pages 115–143 of The Book of Unknown Americans.

Life experience often influences decisions; we learn as we grow. As you read and annotate pages 115-143 of The Book of Unknown Americans for homework, consider the following question:

  1. How is this theme developed in both the poem and the novel?

Write down at least three entries in your Literary Elements and Narrative Techniques Note-Taking Tool, focusing on tone, mood, and theme.

Be sure to write down new or interesting words in your Vocabulary Journal and strong or interesting sentences in your Mentor Sentence Journal.