Capítulo 1 - TPRS Publishing

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Capítulo 1- La hija del sastre
SAMPLE FILES
Teacher’s Guide
12 OF 39
PAGES TOTAL
La hija
del sastre
copyright © 2012 TPRS Publishing, Inc. • 800-877-4738 • www.tprstorytelling.com
Antes de Leer:
Hook Students with this Opening Activity:
It is hard for students who have always lived in a democracy to understand what it
was like for republican families during the Spanish Civil War. In order to hook students
from the beginning of the unit, it can be engaging to start with an opening activity. This
hook activity is written for levels three and four but could easily be modified for lower
level classes.
1. As students enter the classroom, hand them a bandana or if your budget is small, a
quarter sheet of black construction paper cut lengthwise works just as well.
2. When the class is seated and your attendance routine is finished, ask students to use the
blindfold to cover their eyes and then place hands over their ears. If students are using
construction paper, they are still able to hold the blindfold in place with their hands
over their ears. Tell them that they are to remain completely silent until you tell them
they may remove the blindfolds.
3. As the time passes, they will begin to get restless and will want to ask questions. It is
important that they remain completely silent.
4. After two minutes, when class is completely confused, ask students to remove their
blindfolds and uncover their ears. Explain to the class that what just happened was
only for a short period of time but many families in Spain during their civil war were
unable to express themselves for years.
Ex. «Durante la guerra civil española, las familias no podían escuchar la música que
querían, no podían expresar opiniones políticas diferentes de las del general Francisco
Franco. Los que no obedecían eran arrestados y muchas veces torturados o matados.»
5. At this point you will connect the experience to the unit. Let them know that you will
be studying the periods from pre-post Civil War in Spain. Explain that the Spanish
people were divided into the republicans, who were viewed as communists and the
fascist government, which was against social and economic reform. The people lived
with censorship and were afraid to disagree with the government because they could
lose their lives.
Ex. «Clase, vamos a estudiar la guerra civil española. Empezamos antes de la guerra y
terminamos el estudio con la monarquía constitucional que existe hoy en día en
España. Había dos grupos claves: los republicanos, considerados comunistas porque
querían igualdad para todos los ciudadanos; y el gobierno fascista que prefería clases
sociales y una aristocracia. ¿Qué significa comunista? ¿Hay países comunistas hoy
en día? ¿Qué significa clase social? ¿Hay clases sociales aquí? ¿Qué significa
aristocracia? ¿Hay una aristocracia en nuestra comunidad? Durante la guerra civil
española, la gente no tenía libertad. Vivían con la censura y si no estaban de acuerdo
con el gobierno, podían morir.»
Lectura: Capítulo 1
(These suggestions are applicable for all of the proceeding
chapters of the novel.)
The activities in this guide are meant not only to hold students
accountable to the reading, but to also provide additional comprehensible
input and deep discussion about the Spanish Civil War. This guide will
help you bring your students to a deeper level of understanding of the
target language and give you tools to help you and your students
discuss and contemplate the situation for many families during the civil
war in Spain and the 36 year dictatorship that followed.
I. Organization
The teacher’s guide is aligned with research concerning reading strategies.
Good readers:
1. Predict
2. Make connections between the
a) text and themselves,
b) text and other texts, and
c) text and the world around them
3. Visualize what they read
4. Reread
5. Use contextual clues to decipher unknown vocabulary
There are plenty of activities to help students become better readers.
Instill an interest in the topic, and steer students into conversations in
the target language about the events and the characters in the novel,
both before and during the reading of the chapters. Ensure students
know the essential vocabulary before reading the chapter.
More time should be spent on pre-reading activities than on post-reading
activities.
Slide Shows provide information and pictures of Spain and of the people
and events of the Spanish Civil War. These will help the text come alive
as students see pictures showing the reality of what they are reading
about in the novel and background readings.
II. Topics
This novel is based on the experiences of a fictional family but
demonstrates the issues that faced many Spanish families not only during
the war but throughout Franco’s dictatorship as well.
This novel has many very rich grammatical and cultural topics that would
fit into and enhance any level three-four curriculum:
1.
2.
3.
4.
5.
6.
7.
The Spanish Civil War
The dictatorship of Francisco Franco
Daily life of a family in opposition of Franco
The use of the imperfect subjunctive
Expressing more complex emotions
Political exile
Comparisons and connections within cultures
Vocabulario: Capítulo 1
You may choose to pre-teach the following vocabulary.
This list is in the back of the novel for easy reference.
abrir
deber
luchar
sintió
acerca
acercaba
derrumbó
desde
menos
miedo
sobrevivir
soldado
acababa
dejó
acostó
de acuerdo
afuera
ahora
algo
despertó
despertar
despierta
detuvo
dijo
menor
mientras
moda
muerte
palpitaba
peligro
sobre
sonido
subió
sufría
suplicó
taller
alguien
diremos
peligroso
tan
arrestado
arrestar
eliminar
entre
poder
pondrá
trabajaban
trató
ansiedad
armas
dormirse
durante
aunque
avergonzada
ayudaba
bastante
buscaban
buscar
caminó
cerca
compañero
condecorado
confianza
confiar
conocida
constante
contra
contuvo
convicción
convirtió
corazón
corrió
creció
cuidaba
debemos
era
estaban
estado
estuvo
fue
fuera
fuerte
grave
había
hacia
inquietud
insomnio
inteligente
interior
al lado
levantó
levantaba
libertad
llamaba
llegaran
llegaron
llevar
luchado
a pesar de
pobres
preocupaba
preparados
presentimiento
principios
proteger
pusimos
quedó
quedaba
tanta
tenía
vendrá
venganza
vergüenza
vivía
voces
votó
ya
quería
querido
quiero
quiso
de repente
sabía
saber
saberlo
sabes
saltó
sastre
sastrería
secreto
sentía
siguió
Lectura: Capítulo 1
(These suggestions are applicable for all of the proceeding
chapters of the novel.)
Use this time to discuss some of the topics you’ll encounter in
chapter one with your students.
Provide your students with any
vocabulary needed for discussion by writing the vocabulary on the board
with a simple translation. Use the questions below as some ideas to get
the class started.
Note: For a successful discussion to take place, Students must be
engaged in the topic and they must be able to understand each message
within a conversation. It is the teacher’s responsibility to make sure that
everything that is being discussed is completely comprehensible to every
student. To aid comprehension, post words and their meanings on the
board, speak slowly, point to words as you say them and do frequent
comprehension checks.
Take time to stop and enjoy a moment chatting in Spanish rather
than rushing through to ‘finish’ a chapter or book. Joke and laugh a bit
when appropriate and stop to ponder and discuss a serious topic. Use
dramatic pauses or voice inflection to increase interest (just as you
would if you were reading a story to a young child or telling a story
around a campfire). Focus first on gaining student interest and second
on the “curriculum at hand.” And always be sensitive to those students
who may have difficulties going on in their lives. They may want to talk
about their families, what their home is like, or family members who have
served/are serving in a war. Remember to go SLOWLY and continually
check that students comprehend the discussion. For some really helpful
techniques in leading class discussions, you may wish to read ‘PQA in a
Wink’ by Ben Slavic, available at www.tprstorytelling.com
Antes de leer: Capítulo 1
Teacher’s Note:
You might want to write the following structures on the
board as you ask the questions below.
And don’t forget a map!
ha luchado, me sentí avergonzado(a)
1. ¿Alguien en tu familia ha luchado en una guerra?
2. ¿Has tenido miedo durante la noche?
¿De qué?
3. ¿Has dormido en el dormitorio de tus padres? ¿Te sentiste
avergonzado(a)?
4. ¿Has escuchado un secreto cuando nadie sabía que escuchabas?
5. ¿Has pasado una noche sin dormir?
¿Por qué?
6. ¿Tus padres te han dado una responsabilidad enorme?
Teatro del lector
Capítulo 1 p. 4-5
Some parts of this novel lend themselves well to a “reader’s theater” type format.
This activity increases student involvement and engagement in the reading. A small
investment of time will pay big dividends in terms of language acquisition. Even if
you invest no time, it still works!
Make sure that all students have a copy of the text for this activity. We are providing
you with a blackline master script for one scene to photocopy as well as a colorcoded script which you may wish to print for your actors.
Reader’s theater may be done in several different ways:
 Teacher narrates the text as students act it out.
 Small groups assign roles to each member and act out the selected
text.
 Small groups must act out specific scenes from the text.
 Partners practice the dialogue together.
 Students use the word cloud included on page 10 to create a dialogue
based on what happened in the story.
Your actors will speak their lines. Coach them to get the right level of
intensity/emotion. Either the teacher or a student may narrate. Don’t simply read,
however. Ask LOTS of questions.
Teatro del lector
Capítulo 1 p. 4-5
Characters: Emilia, Diana, Lorenzo, Narrator
Scenes: Emilia’s bedroom, hallway, Lorenzo and Diana’s bedroom
Narrador: A pesar de su vergüenza, Emilia se levantó y caminó hacia el dormitorio de sus
padres. Estuvo a punto de abrir la puerta, pero se detuvo cuando escuchó voces
desde el interior del dormitorio.
The student playing Emilia should get up and walk toward the area designated as the parents’
bedroom.
Lorenzo: Voice should be a whisper because Lorenzo and his wife are discussing a secret. Diana, sabes que el día se acerca. Debemos decírselo a Emilia.
Narrador: Emilia escuchó lo que decía su padre. Emilia should mime listening at the door of her
parents’ room. It is hard to hear them because they are speaking in hushed voices.
Diana: – Pero querido, ya nos pusimos de acuerdo. No íbamos a decírselo a nadie.
Lorenzo: – Emilia tiene que saberlo. Ya no es una chica. Es una mujer fuerte e inteligente.
Amor, tú la necesitas.
Narrador: Emilia se quedó afuera de la puerta, escuchando la conversación con ansiedad.
«¿De qué estaban hablando?». Emilia’s expression should be a mix of confusion and
fear. She doesn’t’ understand what is going on behind the door. Escuchó a su madre
llorando y Emilia quiso llorar también. Su madre le suplicó a su padre:
Comprensión de la lectura: Capítulo 1
Answer Key
1. ¿Por qué se despertó Emilia?
Porque oyó un sonido fuerte fuera de su ventana.
2. ¿Quién es el papá de Emilia?
El capitán Lorenzo Matamoros
3. ¿Por qué fue Emilia conocida como “la hija del sastre”?
Cuando Franco se levantó en armas, su padre se convirtió en sastre
4. ¿Quiénes son los miembros de la familia de Emilia?
Sofía, la abuela, Camila, la hermana, Diana, la mamá y Lorenzo, el
papá
5. ¿Por qué vendrían los soldados buscando a Lorenzo?
Los fascistas querían eliminar a todos los soldados republicanos
6. ¿Por qué se sintió Emilia avergonzada?
Porque tenía mucho miedo y quería dormir con sus padres
7. ¿Qué escuchó Emilia cuando fue al dormitorio de sus padres?
Sus padres hablaban de un sótano secreto
8. ¿Por qué corrió Emilia a su dormitorio?
Porque Emilia oyó que uno de sus padres se levantó
Nombre __________________________
Prueba A: Capítulo 1
Contesta las siguientes preguntas con una frase completa.
1. Compara una noche cuando no podías dormir con la noche de Emilia.
2. Emilia ayuda a su padre en el taller. ¿Con qué ayudas a tus padres?
3. Los fascistas arrestaron a los republicanos porque no estaban de
acuerdo con Franco. ¿Cómo sería diferente la vida en los Estados
Unidos si tuviéramos un dictador?
4. ¿De qué hablaban los padres de Emilia en la cama? ¿Dónde hablas con
tus amigos cuando tienes un secreto y no quieres que nadie lo escuche?
Escoge la palabra correcta del banco:
se detuvo
se levantó
5. Franco _______________
se convirtió
se quedaba
en armas en África.
6. Lorenzo ___________________ en el “sastre” Matamoros.
7. Emilia ________________________ despierta muchas noches.
8. Emilia _______________ cuando escuchó voces desde el interior del
dormitorio.

Capítulo 1 - TPRS Publishing

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