When I Was Puerto Rican - Amplify
Novel Guide Teacher Edition Grade 8When I WasPuerto Ricanby Esmeralda SantiagoPublished and Distributed by Amplify.
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Table of ContentsTeacher EditionWelcome to Amplify ELA’s Novel Guides1Part 1: Introduction2–3Part 2: Text Excerpt and Close Reading Activities4–8Step 1: Close Reading ActivityRI.8.26–7RI.8.1, RI.8.2, RI.8.3, RI.8.4Step 2: Connected Excerpts to Continue Close Reading8RI.8.1, RI.8.2, RI.8.3, RI.8.4Step 3: Writing Prompt8W.8.2Part 3: Additional Guiding Questions and ProjectsStep 4: Guiding Questions to Read the Whole Book9–13RI.8.1, RI.8.2, RI.8.3, RI.8.4,RI.8.6, SL.8.1Step 5: Extended Discussion Questions13–14SL.8.1Step 6: Writer’s Craft15–17RI.8.4, RI.8.6Part 4: Summative ProjectsStep 7: Writing PromptStep 8: Final Project1717–18W.8.3, W.8.3.DRI.8.1, RI.8.2, RI.8.3, RI.8.4,W.8.3, W.8.3.DStep 9: Challenge19RI.8.1, RI.8.8, W.8.1, W.8.8Step 10: Extra20RI.8.7, W.8.1, W.8.1.BStep 11: Extended Reading20Note: The student worksheets can be found on pages 21–35. Teachers can make copies ofthese pages to distribute to students.
When I Was Puerto Rican TeacherWelcome to Amplify ELA’s Novel GuidesWe created a series of Novel Guides to provide you with a flexible resourcefor the books you most want to teach. Some of the titles are in the digitallibrary while others will need to be accessed through your school, public,or classroom libraries. We selected one strong aspect of each novel andare having students focus on this element as they explore and analyze akey theme.Rather than fully built-out lessons, these guides offer lean, targetedinstruction that follows Amplify ELA’s pedagogy as students explore greatliterature. Each Novel Guide provides activities and questions with sampleanswers for the Teacher Edition, including: complete close reading session,Aincluding the text excerpt onnected excerpts to extendCreading and skill practice uiding questions and activitiesGto support reading the whole book n introduction to the book andAthe author ctivities that focus on a rangeAof literacy skills Discussion questions Writing Prompts Exploration of Writer’s Craft Role-playing opportunities Collaborative learning Social-emotional learningdiscussion questions, WritingPrompts, or activities Standards alignmentProject-based learningThe diverse selection of books we chose comprises a range of genresfrom mystery to non-fiction, and themes from social justice to identityand courage. Students explore classics and contemporary award winners,expand their literacy skills, and discover the rewards that come with closereading compelling texts. The guides are designed to be used flexibly andoffer suggestions for implementation.All the guides are housed in the Amplify Library as downloadable,printable PDFs. They include student worksheets and instructions for theteacher that will take students through a close reading of a passage all theway to the end of the novel.When I Was Puerto Rican Novel Guide1
WhenThe HateI WasU GivePuerto TeacherRican TeacherPart 1IntroductionAbout the storyEsmeralda Santiago’s memoir, When I Was Puerto Rican, describesher childhood in Puerto Rico, painting a rich picture of the peopleand culture of the island. While navigating relationships amongst themembers of her large family, Esmeralda grapples with the nature of loveand her own role in the world. This poignant coming-of-age story alsoincludes Esmeralda (nicknamed Negrita) and her family’s numerousmoves, including one to New York, and the wide cast of characters sheencounters in each new location.Themes that align with this guideWhen I Was Puerto Ricanby Esmeralda SantiagoThis guide focuses on characterization and theme, prompting studentsto analyze word choice and descriptive language to make inferences.It also offers extended activities to help students make connectionsto the author’s purpose and the sources or ideas that were used todevelop the narrative.About the authorEsmeralda Santiago grew up in Puerto Rico, moving from rural areas tothe city and back again. When she was 13, her mother moved Esmeraldaand her six siblings to Brooklyn, New York. After graduating from thePerforming Arts High School, Esmeralda went on to attend HarvardUniversity and Sarah Lawrence College, and eventually founded aproduction company with her husband.2 When I Was Puerto Rican Novel Guide
When I Was Puerto Rican TeacherWhen and how to use the Novel GuideAmplify ELA’s Novel Guides can provide flexible teaching options. Theycan be used at any point in the year or paired with thematically relatedcore units, before or after teaching the units. Or, if you would like to buildout lessons, the guides can be used as the foundation for a more fullydeveloped curriculum based on the titles.The When I Was Puerto Rican Novel Guide aligns with thefollowing core units:8A Perspectives & NarrativeIn “Fish Cheeks," author Amy Tan captures a vivid comingof age moment, dramatically bringing to life the feeling ofbelonging to one culture while adjusting to living in another.When I Was Puerto Rican Novel Guide3
WhenThe HateI WasU GivePuerto TeacherRican TeacherPart 2Text Excerpt andClose Reading ActivitiesExcerpt: When I Was Puerto RicanFocus Standard for Part 2:CCSS.ELA-LITERACY.RI.8.2Skill: Determine a centralidea of a text and analyzeits development over thecourse of the text, includingits relationship to supportingideas; provide an objectivesummary of the text.“Fighting Naked,” pages 30-321I started school in the middle of hurricane season, and the worldgrew suddenly bigger, a vast place of other adults and childrenwhose lives were similar, but whose shadings I couldn’t really exploreout of respect and dignidad. Dignidad was something you conferredon other people, and they, in turn, gave back to you. It meant younever swore at people, never showed anger in front of strangers,never stared, never stood too close to people you’d just met, neveraddressed people by the familiar tú until they gave you permission.It meant adults had to be referred to as Don so-and-so, and Doñaso-and-so, except for teachers, who you should call Mister or Mississo-and-so. It meant, if you were a child, you did not speak untilspoken to, did not look an adult in the eye, did not raise your voicenor enter or leave a room without permission. It meant adults werealways right, especially if they were old. It meant men could lookat women any way they liked but women could never look at mendirectly, only in sidelong glances, unless they were putas, in whichcase they could do what they pleased since people would talk aboutthem anyway. It meant you didn’t gossip, tattle, or tease. It meantmen could say things to women as they walked down the street, butwomen couldn’t say anything to men, not even to tell them to gojump in the harbor and leave them alone.2All these rules entered our household the minute I was allowed toleave home for the long walk to and from school. It wasn’t that I hadn’theard them before. Mami and Papi had passed on to me what theyknew of buenos modales, good manners.3But these rules had little to do with the way we lived at home. In ourfamily we fought with vigor, adults as well as children, even thoughwe knew we weren’t supposed to. We yelled across the room at oneanother, came in and out of our one room house without saying“excuse me” and “may I come in,” or even knocking. Mami and Papiwere tú, so were our grandparents, aunts, uncles, and cousins. Wechildren spoke whenever we felt like it, interrupted our parents all the4 When I Was Puerto Rican Novel Guide
When I Was Puerto Rican Teachertime, and argued with them until Mami finally reminded us that wehad stepped over the line of what was considered respectful behaviortoward parents. 4But school was also where I compared my family to others in the barrio. Ilearned there were children whose fathers were drunks, whose motherswere “bad,” whose sisters had run away with travelling salesmen, whosebrothers had landed in prison. I met children whose mothers walkedthe distance from their house to church on their knees in gratitude forprayers answered. Children whose fathers came home every day andplayed catch in the dusty front yard. Girls whose sisters taught them toembroider flowers on linen handkerchiefs. Boys whose brothers tookthem by the hand and helped them climb a tree. There were families inthe barrio with running water inside their houses, electric bulbs shiningdown from every room, curtains on the windows, and printed linoleum onthe floors.5Children fought in school in a way unknown to me at home. Delsa, Norma,and I often tied ourselves into punching, biting, kicking knots that onlyMami with her switch was able to untangle. But fighting with other kidswas different. When I fought with my sisters, I knew what was at stake, aprized marble, a ripe mango just fallen off the tree, a chance to be the firstto color in the Sunday comics from Papi’s newspaper. But in school thefights were about something else entirely.6If you looked at someone the wrong way they might beat you up. If youwere too eager to answer the teacher’s questions you might get beatup. If you rubbed shoulders with the wrong kids you would get beat up.If you mentioned someone’s mother at the wrong time or in a certaintone of voice, you would definitely get beat up. Any number of subtletransgressions, from not saying hello when someone greeted you tosaying hello to the wrong person, meant a beating. When I explainedto Mami why I came home with a torn uniform and bruises, she madeit clear that I was forbidden to fight in school. This made no senseto me at all. Not that Mami encouraged our fights at home, but shenever said, “Don’t fight with your sisters.” Her injunctions were alwaysabout not punching them too hard. So I had to learn how to avoid theunavoidable, and when I couldn’t, I stripped to my underwear in theschool yard to defend myself from kids whose mothers didn’t mind iftheir uniforms got dirty.When I Was Puerto Rican Novel Guide5
WhenThe HateI WasU GivePuerto TeacherRican TeacherStep 1: Close Reading Activity (with sample responses)Possible responses areprovided under each I.8.4Optional: To align with the second part of the standard, have students writean objective summary of the text excerpt before they examine meaning andspecific word choice in the close reading activity.1. In yellow, highlight words and phrases that explain the rules ofbuenos modales or good manners.Sample responses: “you never swore at people, never showed anger in frontof strangers, never stared, never stood too close to people you’d just met,never addressed people by the familiar tú until they gave you permission.” (1);“adults had to be referred to as Don so-and-so, and Doña so-and-so, exceptfor teachers, who you should call Mister or Missis so-and-so.” (1); “you did notspeak until spoken to, did not look an adult in the eye, did not raise your voicenor enter or leave a room without permission.” (1); “adults were always right,especially if they were old.” (1); “men could look at women any way they likedbut women could never look at men directly.” (1); “you didn’t gossip, tattle, ortease.” (1); “men could say things to women as they walked down the street,but women couldn’t say anything to men.” (1)2. In green, highlight words and phrases that describe ways in whichthe behaviors of Esmeralda’s family are different.Sample responses: “we fought with vigor, adults as well as children.” (3);“yelled across the room at one another, came in and out of our one room housewithout saying ‘excuse me’ and ‘may I come in,’ or even knocking.” (3); “Mamiand Papi were tú, so were our grandparents, aunts, uncles, and cousins.” (3);“spoke whenever we felt like it, interrupted our parents all the time, and arguedwith them.” (3)3. In yellow, highlight words and phrases that describe the nature andcauses of fights at school.Sample responses: “in school the fights were about something else entirely.”(5); “looked at someone the wrong way.” (6); “too eager to answer theteacher’s questions ” (6); “rubbed shoulders with the wrong kids ” (6);“mentioned someone’s mother at the wrong time or in a certain tone ofvoice ” (6); “not saying hello when someone greeted you to saying hello tothe wrong person ” (6); “I was forbidden to fight in school.” (6); “I stripped tomy underwear in the school yard to defend myself from kids whose mothersdidn’t mind if their uniforms got dirty.” (6)6 When I Was Puerto Rican Novel Guide
When I Was Puerto Rican Teacher4. In green, highlight words and phrases that explain the nature andcauses of fights at home.Sample responses: “tied ourselves into punching, biting, kicking knots thatonly Mami with her switch was able to untangle.” (5); “I knew what was atstake, a prized marble, a ripe mango just fallen off the tree, a chance to bethe first to color in the Sunday comics from Papi’s newspaper.” (5); “Not thatMami encouraged our fights at home, but she never said, ‘Don’t fight with yoursisters.’ Her injunctions were always about not punching them too hard.” (6)5. Compare the yellow highlights with the green highlights. What doyou notice about the expectations of good manners in school andsociety (yellow) when compared to normal behavior in Esmeralda’shome (green)?Sample response: The rules of good manners are clear to Esmeralda, but shehasn’t had to follow them at home, so she hasn’t had much practice. The rulesof fighting at home are clear to Esmeralda, but the rules at school seem to beless clear and cover a lot more ground.6. Underline language that reveals Esmeralda’s thoughts and feelingsabout the expectations or rules at home, at school, and in society.Sample responses: “not even to tell them to go jump in the harbor and leavethem alone.” (1); “But these rules had little to do with the way we lived athome.” (3); “This made no sense to me at all.” (6); “So I had to learn how toavoid the unavoidable ” (6)7.How would you characterize Esmeralda’s attitude about the rulesthat apply in school or society? How do the rules at school makeEsmeralda feel about her place in this world?Sample response: Esmeralda seems to question or dismiss some of the rulesof good manners. When she says that men could say whatever they want towomen and women couldn’t tell them to “jump in the harbor,” her choice ofwords suggests that she thinks that women ought to have that option. Shealso points out that her lifestyle has not been dictated by these good mannersin the past, suggesting that she doesn’t see why they are particularly needed.In terms of fighting, Esmeralda seems utterly confused by the fights in school,not understanding at all what seems to cause them. She appears to befrustrated that she doesn’t know why she is fighting, but she cannot avoid thefights and risks getting in trouble with Mami whenever she is forced to engage.All of this causes Esmeralda to feel different from the other kids, she seems tobe just trying to survive at school instead of fitting in.When I Was Puerto Rican Novel Guide7
WhenThe HateI WasU GivePuerto TeacherRican 8.4CCSS.ELA-LITERACY.W.8.2Step 2: Connected Excerpts to ContinueClose ReadingContinue to investigate Esmeralda’s reaction to new social structures andrules of behavior as she encounters new places and new people. Using thesame process as above, analyze the following passages: “Jíbara,” pages 12–13: Esmeralda listens to the radio and wonders atthe treatment of jíbaros. “Someone Is Coming to Take Your Lap,” pages 38–39: Esmeraldaattends school in the city and is called a jíbara. “Someone Is Coming to Take Your Lap,” pages 55–57: Esmeraldadiscusses Americans with Doña Lola and Mami. “The American Invasion of Macún,” pages 64–68: Esmeralda andher family attend the American’s public health presentation. “The American Invasion of Macún,” pages 72–74: Esmeralda talksto Papi about Americanos, imperialists, and gringos. “Why Women Remain Jamona,” pages 96–98: Esmeralda attendschurch with her abuela. “El Mangle,” pages 138–139: Sra. Leona criticizes Esmeralda at hernew school. “Letters from New York,” page 164: Esmeralda goes to stay withTío Lalo and Angelina. “Casi Señorita,” pages 174–175: Esmeralda attends church in hernew neighborhood. “Angels on the Ceiling,” pages 229–230: Esmeralda learns aboutthe social order in her new Brooklyn middle school. “You Don’t Want to Know,” pages 252–254: Mami tells her childrento stay indoors in Brooklyn.Step 3: Writing PromptAnalyticalCompare and contrast Esmeralda’s understanding of social structuresand rules based on her own experiences with what other people revealto her. How do these different interpretations affect Esmeralda’sunderstanding of the world and her role in it? Use evidence from the textto support your answer.8 When I Was Puerto Rican Novel Guide
When I Was Puerto Rican TeacherPart 3Additional Guiding Questionsand ProjectsStep 4: Guiding Questions to Read theWhole Book (with sample responses)Possible responses areprovided under each activity.Use the discussion questions below to guide reading throughout thewhole book. Students should come prepared to discuss their answers byreferring to evidence from the text. Students should also be prepared torespond to comments made by classmates.CCSS.ELA-LITERACY.SL.8.11. “Prologue”: How is the green guava of childhood different fromthe green guava of adulthood, and what prediction about thisbook might be made based on the difference?CCSS.ELA-LITERACY.RI.8.1Sample response: The green guava of childhood is “sour and hard” (3) butkids eat it anyway and love the “crunchy sounds, the acid taste, [and] the grittytexture of the unripe center” (3–4). However, adults think the green guavas aregross and that even castor oil tastes better. These descriptions of guavas makeme think that the book might be about growing up and changing along the way.2. “Jíbara”: Why are jíbaros confusing to Esmeralda?CCSS.ELA-LITERACY.RI.8.6Sample response: On the radio, jíbaros are presented as independent, closeto nature, and proud nationalists, and Esmeralda has always wanted to be one.She loves the songs and poems that celebrate them. Also, Esmeralda knowsthat her grandparents are jíbaros, and she has been taught to love and respectthem. However, Mami tells Esmeralda that jíbaros are made fun of, especiallyin the city. Mami also warns Esmeralda not to call anyone a jíbaro becauseit would offend them. Therefore, Esmeralda is getting two very differentmessages about jíbaros.3. “Fighting Naked”: What indications are there within this chapterthat Mami and Papi’s relationship is troubled?CCSS.ELA-LITERACY.RI.8.1Sample response: Mami moves the kids to the city because she is fed upwith the fact that Papi has left again and hasn’t come home for four days,so she is moving as a way to leave him. There are several other hints thattheir relationship is rocky. Mami and Papi argue a lot, specifically about hiswomanizing, the daughter that he goes to visit during some of his absences,and how much she hates living in the jungle.When I Was Puerto Rican Novel Guide9
WhenThe HateI WasU GivePuerto TeacherRican Teacher4. “Someone Is Coming To Take Your Lap”: How is Mami’s reaction tothe first rain of May in or out of character according to what you’veread so far?CCSS.ELA-LITERACY.RI.8.3Sample response: When the first rain of May comes, Mami gets the kids andthey all go outside to get wet from the rain, as Mami claims that it is goodluck. While she is in the rain, Mami seems happy and carefree with “her eyesbright [and] her face flushed” (60). This behavior is out of character becausefor much of the book Mami is angry at Papi, yelling at children, or complainingabout living in Macún.5. “The American Invasion of Macún”: How do Esmeralda and herfamily react to the American food recommendations and theAmerican food itself?CCSS.ELA-LITERACY.RI.8.2Sample response: When the American man talks to the people of Macúnabout the different food groups, they are all confused because the foods onthe charts are not the foods that they are used to eating. When Mami gets hergrocery bags full of food from the Americans, she doesn’t understand whythey didn’t just give her rice and beans, which could “keep this family fed for amonth” (68), so she saves the food and only brings it out when they’re reallyhungry. Finally, Esmeralda thinks the American food at school is bland andgross, even throwing up after having to drink her breakfast one day.6. “Why Women Remain Jamona”: What feelings might Esmeraldaand her abuela reveal in “patterns with thread that might have told astory had either one of us known how to transform our feelings intoshape” (99)?CCSS.ELA-LITERACY.RI.8.4Sample response: Esmeralda feels abandoned by her father, and she alsofeels empathy for Mami. She tries to stifle sobs and she wonders if this is howMami feels all the times that Papi doesn’t come home, sometimes for days.Abuela realizes that her son is shirking his duties and is not being a good fatheror husband. She probably feels ashamed of him and sadness for Esmeralda.7. “Mami Gets a Job”: How does Mami’s new job affect Esmeralda, thefamily, and their neighbor’s treatment of them?CCSS.ELA-LITERACY.RI.8.2Sample response: The people in the neighborhood resent that Mami hasa job, believing that she is “breaking a taboo” (122), and they gossip abouther behind her back. Esmeralda gets taunted at school, abandoned by thosewho used to be her friends, and ignored by people on her way home fromschool. Papi doesn’t understand Mami’s desire for a job either, and he seemsto withdraw from the family more and more. Also, with Mami gone, the kids(especially Esmeralda) have to pick up the slack with chores around the house.10 When I Was Puerto Rican Novel Guide
When I Was Puerto Rican Teacher8. “El Mangle”: Why does Esmeralda draw “pictures of butterflies andflowers, trees on grassy hills, [and] hummingbirds kissing hibiscusblossoms” (140)?CCSS.ELA-LITERACY.RI.8.1Sample response: Esmeralda draws the aspects of nature that are notpresent in El Mangle. She longs for the natural beauty of Macún. Not onlyis El Mangle not a very attractive place to live, but Esmeralda is made moremiserable because Papi is not with them, her teacher has made her hateschool, and Mami is working all the time. She likely longs for Macún because ofits beauty but also because her life was happier there.9. “Letters from New York”: Why does Esmeralda really think she isstaying with Tío Lalo and Angelina while Mami is in New York, andwhy is she so upset when Mami doesn’t show up to get her on time?CCSS.ELA-LITERACY.RI.8.2Sample response: At first, Esmeralda thinks that she is staying with Lalo andAngelina because Mami doesn’t trust her watching the kids after Raymond’saccident. Then, she starts to think that Mami isn’t coming back from NewYork and she has given her children away, with Esmeralda going to “Lalo andAngelina because they were so strict” (167) and as a punishment for whathappened to Raymond. Esmeralda is very upset when Mami doesn’t pickher up on time because she has convinced herself that Mami is never comingfor her. Also, she has hated her time with Lalo’s family; she has had to peelpotatoes daily, deal with morose Gladys, and navigate an uncaring Lalo.10.“Casi Señorita”: How does Esmeralda react when she attendschurch in her new neighborhood, and why do you think she reactsthis way?CCSS.ELA-LITERACY.RI.8.1Sample response: Esmeralda feels a strong desire to join those who arewailing and waving their arms, but she resists and hides her face in her handsafter she “crumpled onto the hard pew” (175). Esmeralda behaves thisway because she is afraid. Her mother is not religious at all, but believes insuperstitions, and her father’s religion is a quiet version comprised of prayersand silence. Also, Esmeralda has always been a bit fearful of doing somethingwrong while in church.When I Was Puerto Rican Novel Guide11
WhenThe HateI WasU GivePuerto TeacherRican Teacher11. “Dreams of A Better Life”: How does the idea of love differ innewspapers, radio programs, and in Esmeralda’s home, andhow do those various interpretations of love affect Esmeralda’sbehavior in this chapter?CCSS.ELA-LITERACY.RI.8.3Sample response: In newspapers, love is something that drives people tocommit horrible crimes in the name of passion. On the radio programs, loveincludes respectable, manly men wooing suffering but pure-hearted women,and despite countless obstacles, their true love endures. In Esmeralda’shome, her parents love and hate each other, sometimes getting along andother times screaming at one another. These ideas of love affect Esmeralda’sbehavior with boys. First, she does not treat Johannes kindly despite likinghim, as she doesn’t want to give him any kind of advantage over her. Also,when she sees the man at the creek, she pretends that she’s a heroine in oneof the radio programs.12. “Angels on the Ceiling”: Based on their current situation, whydo you think Esmeralda and her family react so positively to hernighttime stories?CCSS.ELA-LITERACY.RI.8.1Sample response: The kids and other family members all gather aroundEsmeralda to hear her stories because they don’t have much else to do andthey could huddle together to stay warm. Also, Esmeralda told stories in whichthey are royalty living in far away places where “no matter how big the odds,[they] always triumphed” (236). Esmeralda and her siblings are still gettingused to being away from Puerto Rico and all the people and places they knowand love. In Brooklyn, they are confronted with a lot that is different and scaryto them. These stories are a way to forget for a little while.13.“You Don’t Want to Know”: What truths does Esmeralda discoverabout her father and Chico and how do those facts change herperception of them?CCSS.ELA-LITERACY.RI.8.2Sample response: Esmeralda finds out that her dad remarried and shippedher siblings off to live with different relatives after she left Puerto Rico. She isangry at her father and writes him a letter telling “him that from now on he wasas good as dead to me” (245). Esmeralda loses some of her affection for herdad and doesn’t see him as very caring anymore. With Chico, Esmeralda, likeher mother, assumes that he is a harmless drunk; however, when he starts toask Esmeralda to expose herself and when he touches her inappropriately, heropinion changes. Esmeralda becomes wary of Chico and uncomfortable withhim and his behavior.12 When I Was Puerto Rican Novel Guide
When I Was Puerto Rican Teacher14. “A Shot at It”: Why doesn’t Esmeralda like Brooklyn, and whatdoes she plan to do about it?CCSS.ELA-LITERACY.RI.8.2Sample response: Esmeralda does not like Brooklyn because she has to tellherself to not be afraid on her walk home from school. All the doors are tightlylocked, and she imagines that bad things must be happening behind them. Inaddition, she didn’t choose Brooklyn; Mami chose it for them, and she andthe other children “had to go along with her” (260). Esmeralda longs for openspaces, nature, and the feeling of safety she knew in Macún. Esmeralda plansto audition for and attend the performing arts school as a way to get out. Shehopes that she will be able to later attend college and move away from Brooklyn.15. “Epilogue: One of These Days”: Why did Esmeralda miss her firstday of school at the Performing Arts School, and how did herteacher’s phone call affect her?CCSS.ELA-LITERACY.RI.8.2Sample response: Esmeralda missed her first day of class because she hadto translate for her mom at the welfare office. When her teacher called to seewhere she was, Esmeralda lied at first and told her she couldn’t find anythingto wear. When she finally told the truth, she was embarrassed and in tears,but her teacher assured her that she was not the only student whose familyneeded assistance, giving Esmeralda the confidence to attend the next day.Step 5: Extended Discussion Questions(with sample responses)Possible responses areprovided under each activity.1. In the first chapter, Esmeralda feels angry because her motherpunishes her and her father doesn’t do anything to intervene, soshe takes out her rage on her younger sister. When you take outyour feelings on someone else, does it help?CCSS.ELA-LITERACY.SL.8.1Sample response: When my parents got divorced last year, I was reallydistracted and sometimes got mad at my friends for what seemed like noreason. The reality was that I was mad about what was going on at home, andI just wanted to get that feeling out. I think it helped at the time because I wasable to relieve some of the pressure that was building up inside me, but in thelong run, it wasn’t helpful because it wasn’t really my friends that I was mad at.When I Was Puerto Rican Novel Guide13
WhenThe HateI WasU GivePuerto TeacherRican Teacher2. As more siblings are born into Esmeralda’s family, she isconcerned that her parents’ attention will be further divided. Whenhave you felt that you had to compete for attention? What are thebest ways to try to get that attention?Sample response: When I tried out for the basketball team I felt like I neededto compete to get the attention of the coaches. The best way to get theirattention was to work hard and play my best.3. When Esmeralda experiences new places, she is confused andsometimes
reading compelling texts. The guides are designed to be used flexibly and offer suggestions for implementation. All the guides are housed in the Amplify Library as downloadable, printable PDFs. They include student worksheets and instructions for the teacher that will take students thro
African American/Black and Puerto Rican/Latino Course of Studies REFERENCE LIST Book Bundle Recommendations (for each class/department and school/community library): Acosta‐Belen, Edna. “Puerto Rican Heritage Poster Series.” Centro Center for Puerto Rican Studies, Centro Center for Puerto Rican Studies,
MW122431 Puerto Rico 11/3/2016 MW122432 Puerto Rico 6/28/2016 MW122433 Puerto Rico 7/27/2016 MW122434 Puerto Rico 7/19/2016 MW122435 Puerto Rico 8/17/2016 MW122436 Puerto Rico 10/9/2016 MW122437 Puerto Rico 10/20/2016 MW122438 Puerto Rico 11/21/2016 MW122439 Puerto Rico 11/29/2016 MW122440 Puerto Rico 8/3/2016
1 INTRODUCTION 1 1.1 The study of Puerto Rican English 1 1.2 The selection of informants 5 1.3 The interview 6 2 THE SOCIOCULTURAL SETTING 9 2.1 Cultures in contact 9 2.2 The residential background of informants 11 2.3 Puerto Rican intragroup contact 12 2.4 Puerto Rican and black contact. 17 2.4.1
PRDE Puerto Rico Department of Education PREC Puerto Rico Energy Commission PREMA Puerto Rico Emergency Management Agency PREPA Puerto Rico Electric and Power Authority PRHFA (or HFA) Puerto Rico Housing Finance Authority PRHTA (or HTA) Puerto Rico Highway and Transportation AUTHORITY PRIDCO Puerto Rico Industrial Development Company
Texts of Wow Rosh Hashana II 5780 - Congregation Shearith Israel, Atlanta Georgia Wow ׳ג ׳א:׳א תישארב (א) ׃ץרֶָֽאָּהָּ תאֵֵ֥וְּ םִימִַׁ֖שַָּה תאֵֵ֥ םיקִִ֑לֹאֱ ארָָּ֣ Îָּ תישִִׁ֖ארֵ Îְּ(ב) חַורְָּ֣ו ם
Post-World War II Puerto Rican Migration: Rural and Urban In the post-World War II era, Puerto Rican migration increased dramatically and Puerto Ricans increasingly settled beyond New York City, especially throughout the Northeast and the Midwest. Puerto Ricans living in New York City decreased from 88 to 59 percent of those living
(a) To promote the diffusion of all phases of the motion picture arts, sciences and industry, as well as of the audiovisual arts in Puerto Rico. (b) To support the development of Puerto Rican film productions through the design of new financing alternatives, with special attention to projects conceived and developed by Puerto Rican film makers.
Failing water meters have been a problem for PRASA (Puerto Rican Aqueduct and Sewer Authority) since they took charge of the Puerto Rican water system in 2004. During the preceding ten years, Puerto Rico contracted the management of the water system to a succession of two different private companies.
