Esperanza Rising - Teacher Resources

TEACHER TIPS
and TOOLS

How to implement engaging research, including mini-skills lessons, and professional resources

**TARGETED LEARNING STYLES**
Field Dependent		Field Independent
Visual		Tactile	Auditory
Active	Reflective	Global Understanding	Analytical Understanding

TIME FRAME:

Research: 1-2 class periods in the library/computer lab.
Group Project Work: 1-2 class periods in the classroom

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Grade Level/Content Area/Unit:	Grade 6 English Language Arts: Shaping My Heritage
Focus: Enduring Understanding or Essential Question	*How does an understanding of the historical and cultural background of Esperanza Rising* enhance your reading of the novel?**
MSDE Voluntary State Curriculum: Reading/English Language ArtsContent Standards/ Core LearningGoals	Develop and apply comprehension skills by reading and analyzing a variety of self-selected and assigned literary texts. Analyze elements of narrative texts to facilitate understanding and interpretation. Analyze details that provide information about the setting, the mood created by the setting, and the ways in which the setting affects characters. Read critically to evaluate literary texts. Identify and explain the relationship between a literary text and its historical and/or social context.
MSDE Voluntary State Curriculum: Library Media Content Standards/ Core LearningGoals	2A 1. Match resources to topic of interest or need. 3. Define and refine an information need by formulating compelling/effective questions. 3A 1. Use print resources efficiently and effectively. 2. Use non-print resources efficiently and effectively. 3. Use computer/online/digital resources efficiently and effectively. 6. Evaluate the content of specific computer/online/digital resources to determine accuracy and relevance of content. 7. Use appropriate graphic organizers or note cards to record relevant information. 8. Use own words to capture concepts and avoid plagiarism. 9. Record appropriate bibliographic information to cite sources. 5A 2. Apply critical thinking and problem solving strategies. 6A 1. Make decisions to facilitate effective communication of ideas. 7A 1. Exhibit respect for the intellectual property rights of others.
IRA/NCTE National Content Standards for English Language Arts	Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
National Information Literacy Standards for Student Learning (American Association of School Librarians)	Standard 1: The student who is information literate accesses information efficiently and effectively. Standard 2: The student who is information literate evaluates information critically and competently. Standard 3: The student who is information literate uses information accurately and creatively. Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology. Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.
National Technology Education Standards for Students (International Society for Technology in Education)	2. Students practice responsible use of technology systems, information, and software. 3. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. 4. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. 5. Students use technology to locate, evaluate, and collect information from a variety of sources.
enGauge 21st Century Skills (North CentralRegional Educational Laboratory)	Students who are information literate: Identify and retrieve relevant information from sources; use technology to enhance searching. Evaluate information in terms of credibility and social, economic, political, legal, and ethical issues that may impact it; use technology to facilitate evaluation Evaluate the processes and products of these activities, including resulting social consequences.

Esperanza Rising Teacher Resources

Esperanza Rising

Teacher Resources