DATE: 9 March 2010
UNIT TITLE: Multicultural Literature
LESSON TITLE: “Names/Nombres”
TITLE OF CLASS: AC 7 LA
GOALS:
The students will know linking verbs
The students will read “Names/Nombres”
The students will answer questions about the short story
The students will compare and contrast the experiences of Sami and Julia
OBJECTIVES:
Students will sing the linking verb song
Students will identify linking verbs in a worksheet
Students will read “Names/ Nombres”
Students will answer questions about the text (literal, evaluative, synthesizing) in written form.
Students will compare and contrast the two texts on the premises of characters and content.
STANDARDS/INDICATORS:
RA.L.7.4- Identify and compare subjective and objective points of view and how they affect the
overall body of a work.
RA.L.7.6- Explain the defining characteristics of literary forms, including poetry, drama, myths,
biographies, autobiographies, science fiction and non-fiction.
RA.I.7.7- Identify an author’s purpose for writing and explain an author’s argument, perspective
or viewpoint in a text.
VO.7.8- Determine the meanings and pronunciations of unknown words by using dictionaries,
thesauruses, glossaries, technology and textual features, such as definitional footnotes or
sidebars.
MATERIALS:
Linking Verb Worksheet
Linking Verb Song Lyrics
“Names/Nombres” Question set
Sami/Julia Venn Diagram
“Hum”/ “Names/Nombres” Venn Diagram
INTRODUCTION: Students will be told the objectives and the game plan for the day.
TRANSITION: Students will be given a Linking Verb worksheet
PROCEDURE I: Students will sing the linking verb song again. Students will work on the
linking verb worksheet with a partner, then in class we will go over the answers.
TRANSITION: Students will file away their grammar worksheet and open their textbooks to
page 499.
PROCEDURE II: I will read the text aloud to the class, stopping to ask questions to check on
their comprehension.
p.499  What is evident about the Elbures?
p. 499 In the second paragraph, Julia pronounces her family’s name correctly to herself. What
does this suggest about her?
p.499 Is the second paragraph an example of subjective or objective point of view?
p.500 When the “old folk” came to visit, Julia wished they would go back to where they came
from. What does this suggest about her?
p.502 What does the story about Mauricia’s name tell you about the mother?
p.503 The author tells you that when she pronounces her name, she does so very slowly. What
point is she making?
p.503 What can we infer about Dominican families?
p.504  What does the author call her essay “Names/Nombres?” What is she saying about
herself and her new life?
TRANSITION: I will pass out a post-reading question set to the students.
PROCEDURE III: Students will collaboratively work on answering the questions.
CLOSURE: Students will have an opportunity to ask questions.
ASSESSMENT: Students will be informally assessed via participation and observation.
HOMEWORK ASSIGNED: None.
EVALUATION/ NOTES/ POSSIBLE CHANGES
NAME:
“Names/ Nombres” Question Set
1. Shakespeare wrote that “A rose by any other name would smell as sweet.” How do those
words apply to Alvarez and her new life?
2. Explain how a name can influence someone’s identity and sense of self?
3. What do you think Alvarez learns about her family and heritage as she takes a journey
through the “name game”?
4. How has this essay affected your ideas about how people adjust to fit in?
5. As a teenager, why does Julia want to be called Judy? How has Julia’s attitude toward her
name changed since then?