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Questions to Initiate and Guide the Creative Reading Dialogue

Descriptive Phase

 Where were Rocío’s grandparents from? Why were they forced to leave their country?

Personal Interpretive Phase

 Many people have come to the United States fleeing from political oppression in their homeland. Other come in search of better opportunities. Do you know anyone who has come to the United States as political refugee?
 Have your family moved to the United States from any other country? Do you know the reasons that led them to move?
 Do you know anyone whose family is from Spain?
 Do you know the story of your grandparents? Is there anyone who could tell you about it?
 Knowing the story of our ancestors can be very enriching. We can be inspired by good examples and learn how to avoid mistakes. What would you like to know about your own family history?

Critical/Multicultural/Anti-Bias Phase

 Freedom is a value treasured by many. But it is not always easy to achieve. Many times we believe we are free, but in reality, we are not acting freely. To act freely requires reflection. Imitating others, doing what everyone does, doing things without thinking much about the consequences is not to act in freedom.
How can you know that you are really being free?

Creative/ Transformative Phase

 What will you do to be truly free, to ascertain that you are not acting out of habit (doing things the way you have always done it), imitation, conformity (doing what you believe others expect of you, without truly reflecting upon it)?
 How will you make sure the consequences of your actions are the ones you would like to see?

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Activities Students Can Go Individually or in Groups

 Invite students to learn about Spain. Have them draw a large map of Spain that can be placed on a wall. Have they mark the major cities and the regions where four different languages [euskera, the Basque language; gallego, the language of the Northwestern Celtic region; catalán, the language of the Catalonian area; and castellano, Castilian, the language of central Spain are spoken].

 Encourage students to make an ABC book about Spain. You can see examples of ABC books done by teachers and students in: www.authorsintheclassroom.com
Specifically at: http://authorsintheclassroom.com/4-building-communities-alphabet-books/

 Encourage students to explore important figures Spanish figures from Spain, who have contributed significantly to the culture of all Spanish-speakers and their descendants. For example:
 Literature: Miguel de Cervantes, Teresa de Ávila, Calderón de la Barca, Lope de Vega, Espronceda, Bécquer, Rosalía de Castro, Emilia Pardo Bazán,
 Miguel de Unamuno, Federico García-Lorca, Pedro Salinas, Almudena Grandes, etc.
 Painting: Diego Velázquez, el Greco, Goya, Joaquín Sorolla, Pablo Picasso, Joan Miró,  Salvador Dalí
 Architecture: Antonio Gaudí, Santiago Calatrava
 Music:
 Composers: Manuel de Falla, Joaquín Rodrigo
 Musicians: Pablo Casals, Andrés Segovia, Alicia de Larrocha
 Singers: Montserrat Caballé, Joan Manuel Serrat
 Science: Isaac Peral, Juan de la Cierva, Santiago Ramón y Cajal, Severo Ochoa, Gregorio Marañón, Christina Ochoa
They could write the biography of an individual or create an ABC book of them.

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Related Books Grades 2-4

Related Books Grades 4-8