Lesson Plan: Should Students See themselves in the Books They Read?
- Abandoned əˈband(ə)nd| adjective-1 having been deserted or cast off: an abandoned car | abandoned pets.
- imbue |imˈbyo͞o| verb (imbues, imbuing, imbued) [with object] (often be imbued with) inspire or permeate with a feeling or quality: the entire performance was imbued with sparkle and elan.
- migrate |ˈmīˌɡrāt| verb [no object] –(of a person) move from one area or country to settle in another, especially in search of work: rural populations have migrated to urban areas.
- taboo |təˈbo͞otaˈbo͞o| noun (plural taboos) a social or religious custom prohibiting or forbidding discussion of a particular practice or forbidding association with a particular person, place, or thing.
- minority |məˈnôrədē| noun (plural minorities) a relatively small group of people, especially one commonly discriminated against in a community, society, or nation, differing from others in race, religion, language, or political persuasion: representatives of ethnic minorities | [as modifier] : minority rights.
- gaze |ɡāz| verb [no object] look steadily and intently, especially in admiration, surprise, or thought: he could only gaze at her in astonishment.
- exposure |ikˈspōZHər| noun experience of something: his exposure to the banking system.
- mezzanine |ˈmezəˌnēn| noun a low story between two others in a building, typically between the ground and first floors.
- reflect embody or represent (something) in a faithful or appropriate way: stocks are priced at a level that reflects a company’s prospects | schools should reflect cultural differences.
- chronicle verb [with object] record (a related series of events) in a factual and detailed way: his work chronicles 20th-century displacement and migration.
Source: New Oxford American Dictionary
Grammar Focus: Identifying Prepositions
I grew up in Bushwick, Brooklyn, in the 1980s, in what felt like a forgotten neighborhood.
Abandoned buildings loomed over piles of garbage and rubble.
My mother migrated from Honduras to New York in 1971.
My life took a turn at 13 when my social studies teacher saw promise in me.
Millie’s brother drove me to school in a beat-up blue Pentecostal church van.
I saw myself reflectedin the story of the Garcia sisters, who had fled to the United States from the Dominican Republic with their parents.
- F- The author grew up in Bushwick, Brooklyn, in the 1980s.
- F-The playgrounds were overrun by drug dealers.
- T-The grocer Miguel gave the author’s mother credit when their food stamps ran out.
- F- Her mother migrated from Honduras to New York in 1971.
- F- The mother fell in love with another woman.
- T-The author was offered a four-year scholarship to Wellesley High School in Massachusetts.
- F-While at Wellesley, the author realized that she was different.
- T-Her English professor, Mr. Goddard introduced her to the book How the Garcia Girls Lost Their Accents, by Julia Alverez.
- T-For years she would chronicle her joys and heartbreaks in journals.
- T-The author’s mother still lives in the same apartment in Bushwick.