1. education
2. school

Denver Public Schools
Professional
Development Unit (PDU)
Final work sample
Fall 2010
Spanish Language
Acquisition Effectiveness
Denise Knochel
1
Final Work Sample
Contents
PDU proposal
Pages 3-7
Self-reflection essay
Pages 8-12
Spanish use reflection log
Pages 13-14
Spanish language reading summaries
Pages 15-20
Spanish language reading log
Page 20
Mentor records
Page 21
Introduction
This PDU originally began as a 30 hour Fluency Fast summer Spanish class and
evolved into a much more comprehensive unit of Spanish language acquisition
study. I wanted to focus my Spanish acquisition on how it could positively
2
impact our school environment with students, teachers, and families. This PDU
is comprised of the PDU proposal, the Spanish class, extensive readings and
summaries, a Spanish use reflection log, a reading log, and mentor records. My
final work sample exhibits my deep study into Spanish language use and its
effectiveness for my school community.
P
DU Proposal
Criteria
Plan
3
Focus of Study and Rationale
Focus and
Rationale
 Is my rationale
clear? How did I
ask a question
and state a
hypothesis?
 How did I explain
why this problem
needs to be
studied?
 How did I explain
how I will
collaborate with
colleagues and
others?
 How did I
indicate what
data will I collect
to show I
answered the
question?
 How am I going
to measure the
desired
outcomes?
How can my Spanish acquisition skills and relating to the Spanish
speaking population improve student and family involvement at our
school?
I hypothesize that I can transfer awareness, knowledge and understanding
of Spanish language in order to have positive effects on student learning
and a positive involvement with parents and staff in our community.
Effective communication with Spanish speaking students and parents who
have limited or no ability in English is necessary to optimize the learning
experience of the students. Student progress will be documented by the
Spanish use log to show effective communication and involvement with
families in our school environment and through anecdotal notes observed
in my reflection.
I hypothesize that I can use my improved Spanish skills in ELA-S
classrooms, community events, and language testing to establish
relationships and be a partner in the learning experience to Spanish
speaking teachers and students. I will mentor an ELA-S teacher to guide
him on instructional strategies.
I will focus on learning more Spanish to better communicate with my
Spanish speaking students and parents. In this PDU I will study the culture
from Spanish speaking cultures, especially those cultures serviced in my
school, to better relate to our families and their perspectives.
In my Spanish language study I will further my knowledge of Spanish verb
tenses and both social and academic Spanish vocabulary through the
Fluency Fast summer class, interactions with Spanish speaking colleagues,
external reading and writing, and PDU reflections. My learning will be
documented through my Spanish use log, my Spanish reading summaries,
my records of interaction, and my reflection paper.
Through the continuing pursuit of Spanish language acquisition,
development of learning activities and strategy implementation, as well as
reflection pieces that synthesize my learning and my “aha’s, I will
determine my effectiveness in being a positive “change agent” in the quest
to increase student learning and family involvement at our school.
I will use this knowledge to develop and implement a Professional
Development Unit centered on Spanish language acquisition and to
measure the data:
1) Attend Fluency Fast Spanish classes July 12-15, 2010.
2) Read intermediate Spanish novels designed for acquisition and
which use high frequency vocabulary and structures.
3) Use the language I have acquired to develop strategies for use in
my school and with parents.
4) Maintain records of all activities in a Spanish Use Log to show
the effective interactions my language acquisition has had.
5) Write a reflection paper detailing my activities with the school and
colleagues pertaining to my Spanish language acquisition.
6) Act as a mentor to one of our ELA-S teachers.
4
Study Component
Plan for Study Component
• How did I show *D=District, S=School, I=Individual
a written goal C=Content, PE= Professional Education, SP=Service to the profession
that includes
multiple
methods of
inquiry?
• How did I
articulate what I
will study, when
I will do the
work, where
this study will
occur, and how
I will proceed
with the work?
• What do I plan
on learning and
how will I know
I learned it?
5
•
•
•
How did I show
a written goal
that includes
multiple
Related
methods of
Goal(s)
inquiry?
Denver
How did I
Plan Goal
articulate what I 1: Our
will study, when children
I will do the
will learn
work, where
from
this study will highly
occur, and how skilled
I will proceed
faculty in
with the work? every
What do I plan school
on learning and
how will I know
I learned it?
D*
S*
I*
XX
Activities
•
•
•
•
6
Dates
C* PE*
XX
I will develop and August 19implement better December
communication 15, 2010
with my Spanish
speaking
students and/or
parents through
improved
Spanish grammar
and social and
academic
vocabulary and
this will be
evidenced by
clearer
communication
and participation
in our school.
August 19- XX
I will share
December
written
15
description(s)
and “body of
evidence” of
application of
Spanish with my
students and/or
parents in my
Spanish use log
which will
include a
July 12XX
reflection on new December
knowledge and 15
skills.
I will read and
write books and
watch TV about
Spanish speaking
cultures to gain
perspective on
this segment of
our school
population and August 19this will be
December
evidenced
15
through
reflections and
observations.
I will interact
with ELA-S
teachers and
their students to
mentor them on
instructional
strategies.
SP*
XX
Evidence/Work
Planned Verification of Study Component
Sample of Study
Verification required should include:
Does the work
sample show how:
1) Full attendance at Fluency Fast Spanish classes July 12,13,14,15,
 the work
2010.
effectively
2) Collection of summaries of 3 novels. Summaries of the novels are
supports my
in English, 3-5 sentences per chapter of the novel.
essential learning
3) Log/journal of activities where Spanish is used in the classroom
 I provided clear
environment or to communicate with parents.
documentation of
4) Reading log of all reading; this can include children’s books. 3
the completed
Spanish books per month will be read.
plan of study
5) Typed reflection detailing multiple learning opportunities, Spanish
application in my professional practice, and documentation for the
next steps in my Spanish language acquisition.
Demonstration
Component
 How will I
document the
progress of the
application of my
learning over
time?
 How will I
document
ongoing student
progress?
 How will I
document
revisions to
instruction or
implementation?
 How will I show
that I provided
multiple
opportunities for
demonstration
over a three (3)
month period of
time (minimum).
 How will I show
three (3) different
ways that I’ve
applied a new
concept or skill
in my practice?
The reason for this work sample is to document that I have learned about
the Spanish language and how it positively impacts interactions with
Spanish speaking students, parents, colleagues, and the community.
,
Plan for Demonstration Component
*D=District, S=School, I=Individual
C=Content, PE= Professional Education, SP=Service to the profession
7
Demonstration
Component
 How will I
document the
Related
progress of the
Goal(s)
application of my Denver
learning over
Plan Goal
time?
1: Our
 How will I
children
document
will learn
ongoing student from
progress?
highly
 How will I
skilled
document
faculty in
revisions to
every
instruction or
school
implementation?
 How will I show
that I provided
multiple
opportunities for
demonstration
over a three (3)
month period of
time (minimum).
 How will I show
three (3) different
ways that I’ve
applied a new
concept or skill
in my practice?
D*
S*
I*
Activities
XX
C*
•
I will
August 19- XX
document
December
multiple
15
opportunities
to
demonstrate
Spanish
language
acquisition in
my Spanish
use log. This
will show
parent and
colleague
interactions.
•
I will
August 19document my December
Spanish
15
language
acquisition
with my ELAS mentee
concerning
instruction,
through our
mentor
records.
•
I will
November- XX
document 3 December
different
15
ways that I’ve
applied a new
concept and
revisions to
my
instruction in
my
profession
through my
reflection
essay.
September XX
I will
1document
December
ongoing
15
student and
parent
progress in
school
participation
with records
from our PAC
meetings I
help lead
(requiring
some Spanish
•
8
Dates
PE*
SP*
XX
Evidence/Work
Planned Verification of Demonstration Component
Sample of
Verification required should include all of the following:
Demonstration
1) Collection of summaries of 3 novels. Summaries of the novels are
Does the work
in English.
sample show how:
2) Log/journal of activities where Spanish is used in the classroom
• The PDU
environment or to communicate with parents and teachers.
impacted my
3) Reading log of all reading; this can include children’s books.
teaching
4) Records from mentoring one of our ELA-S teachers.
practice?
5) Records from PAC meeting where I helped translate.
• I have provided
6) I will use this information to write a reflection paper, 3 – 5 pages
clear
in length, (double-spaced no larger than 12 point font) that
documentation
documents my acquisition of Spanish and perceived proficiency
that I
level and how this increased acquisition has positively affected my
completed each
work with students.
part of my
demonstration The reason for this work sample is to document the growth from the
plan?
beginning of the study to the end of the study as I answer the Central
Question: How can my Spanish acquisition skills and relating to the
Spanish speaking population improve student and family involvement
at our school?
Reflection
Plan for Reflection Component
Component
*D=District, S=School, I=Individual
 How have I
C=Content, PE= Professional Education, SP=Service to the profession
discussed
implications for
practice?
 How have I
explained the
process I used to
collect data and
what data I used
to guide next
steps?.
 How have I
planned for
opportunities to
receive feedback
and to respond
to the feedback?
 How have I
included plans
for reflecting on
my learning? How
do I want to
share my
learning with
other colleagues?
 Is my study
replicable? How
will I show that
someone else will
be able to benefit
from my
learning?
9
Component
 How have I
discussed
implications for
Related D* S* I*
Activities
Dates
C* PE* SP*
practice?
Goal(s)
 How have I
• I will
Denver
XX
November XX
explained the
Plan Goal
complete a
1process I used to 1: Our
reflection
December 1
collect data and children
paper on my
what data I used will learn
Spanish
to guide next
from
language
steps?.
highly
acquisition.
 How have I
skilled
August 19- XX
• I will submit December
planned for
faculty in
opportunities to every
a Spanish use 15
receive feedback school
log that
and to respond
includes
to the feedback?
reflections on
 How have I
Spanish use
included plans
interactions
for reflecting on
and the new
my learning? How
knowledge
do I want to
and skills I
share my
have
learning with
acquired
other colleagues?
during this
 Is my study
PDU.
replicable? How
will I show that
someone else will
be able to benefit
from my
learning?
Evidence/Work
Planned Verification of Reflection Component
• In December, I will write a 3-5 page paper reflecting on what I have
Sample of
Reflection
learned as a result of my participation in the Spanish language
Does the work
acquisition PDU. The reflection will include examples from my Spanish
sample show how:
language implementation log kept during the year and reflections from
 I supported
Fluency Fast training days and staff/student/parent interactions. I will
others in sharing
also reflect on my next steps with the Spanish language and how it has
my learning?
been effective in student and parent participation at our school this
 I included
term.
questions that
arose as a result
of the study and
demonstration?
 I used the
assessment of
successes and
failures during
the experience?
 I provided clear
documentation of
the next steps
that will be
taken?
10
Self - Reflection Essay
The self-reflection essay is to be used to prepare for the final PDU experience.
Answer the following questions as part of your final preparation.
Please submit the self-reflection essay as the cover sheet for your work
sample.
Directions: Please answer all the following questions. Limit your response
to 3-5 pages.
Essay questions:
1. What did I do?
2. What am I working on?
3. Why is this important to me?
4. What did I learn?
5. How did this experience impact my work?
6. How did this experience impact my students?
7. How will I use my new learning in my future practice?
Last Name: Knochel
First Name: Denise
PDU Course Name and number#: AsmtEval5866-1Fall2010-11
Topic of Study: Fluency Fast Advanced Spanish class and continuing Spanish
use
Date of Final Review: 12/07/10 School/Dept: Greenlee Elementary
School, ESL Resource
Self Reflection Essay
The purpose of this Professional Development Unit is to determine if knowledge
of Spanish could positively influence my instruction and therefore increase
student learning in the classroom. This self reflection essay will detail the
success of my personal PDU in terms of my Spanish acquisition and its
influence on my teaching and student achievement. I will outline what I did/am
doing, reflect on what I learned and its importance, and explain how the
experience will impact my work and my students now and in the future.
11
My personal PDU consisted of attending a Fluency Fast Advanced Spanish Class
from July 12-15, 2010. This class entailed course attendance and extensive
independent reading during the course and afterwards. The class used Total
Physical Response (TPR) methodology to review Spanish vocabulary and I found
it incredibly effective for learning and retaining Spanish verb tenses. I practiced
this vocabulary and verb knowledge through conversations and interactions in
class and writing assignments. We conversed in Spanish on topics from Spain’s
culture to the World Cup to Latino gangs. In the evenings we were required to
watch an hour of Spanish language television and read for 30 minutes and
answer comprehension questions. During and after the course ended, we
delved into a novel about a youth in a Salvadoran gang. I summarized each
chapter of this novel and reflected on its social impact.
After the Fluency Fast class concluded, we then continued our independent
study of the Spanish language. I completed the novel and then proceeded to
practice the language by reading books on Cesar Chavez and Cinco de Mayo. I
chose these books because I felt like my background knowledge of influential
Latinos and holidays was misinformed. Teaching in the public schools requires
a more solid understanding of the Mexican and Mexican-American culture. I
also continued watching Spanish language television, especially the news. I
created a Spanish use log to track when/how I utilized my advancing language
12
skills. It has been incredibly beneficial and useful in my school and community.
I am using Spanish with students, teacher, and parents.
In terms of parents, I often use Spanish before and after school to assist
parents with questions concerning school procedures and the hidden
curriculum. We’ve had several family events in which Spanish speaking families
needed help. I helped them feel more comfortable and understand the event’s
happenings. These events included a Back-to-School BBQ, Family Drum Night,
and a Parent Meeting. Also, I’m a leader of the Parent Advisory Council and my
Spanish has been a paramount skill for communicating with parents about the
meetings. The verb tenses we practiced in the Fluency Fast class really are
useful for these situations.
With students, I use my Spanish each day on cafeteria and recess duty. At each
grade level we have an ELA-S classroom and in these rooms there are some
students newly arrived. I am helping them learn the rituals and routines of our
school environment. Also, I am teaching them survival strategies for conflict
mediation on the playground. Another area I use my Spanish is with CELA
testing. Of course I don’t speak Spanish to the students during the test, but
when I pick up the students to test them I explain who I am and where we are
going. These students are often new to our country and a simple introduction
13
in Spanish eases their nerves. The vocabulary we practiced in the Fluency Fast
class has proved to be essential for these student interactions.
In terms of using my Spanish with teachers, I am a mentor to an ELA-S teacher
this year. He speaks English, of course, but my Spanish language has helped
me to inform his instruction. I’ve been better able to observe him and provide
him with informative feedback for his curriculum and classroom. I can
communicate with his students when I’m in the room and I can participate in
the lesson. I feel like the TPR methodology in my second language prepared
me for these experiences in his 1st grade classroom.
I know that I have learned a lot from this personal PDU. The spectrum evolves
from increased networking with other Spanish speakers in DPS to an overall
awareness of the Latino culture. First of all, the Spanish acquisition practice
has been rich. I increased my comprehension, speaking abilities, and writing
knowledge. I fine tuned vocabulary and deepened my understanding of verb
tenses. I bolstered my conversational confidence in a second language. I
communicated with native and non-native Spanish speakers, young and old.
Also, I am more aware of cultural icons, celebrations, pressures, and socioeconomic issues of the Spanish speaking population. As a professional in the
educational sector, these effects from my personal PDU are tremendously
important.
14
My Spanish acquisition and this PDU have been important to me because we do
not live in a mono-cultural society. Latinos are quickly becoming the majority
minority population and Spanish is our country’s second language. Our schools
are the forefront of this cultural evolution. Yes all students need to learn
English; however by a more culturally responsive and respectful staff we can
increase the comfort level for immigrant parents and encourage their
assimilation. When parents and students feel safe and confident in our schools,
learning increases. I want to be part of that impetus. I want to contribute to
our Latino families’ success, not the drop-out rate. I also want to be a life-long
learner. I will never be satisfied with my Spanish and I will continue to watch
Spanish language television, read Spanish books, and travel to Spanish
speaking countries.
This experience has definitely impacted my teaching and my students. I know I
will carry it with me as I continue teaching ESL in DPS. It has impacted my
teaching because I can now understand more so where the Latino and Chicano
population is coming from. I understand not only more of their language, but
also more of their culture. I know I am not Latina, but I can relate and see
different perspectives now with this experience. Because of this increased
understanding, I feel like I’m building stronger relationships with students and
families. They see me trying to meet them halfway and I reckon that
15
encourages them to try to be part of our school community and support their
children in their education. My students see my Spanish language books and
my attempts of speaking a second language; this serves as a strong model for
them to persevere and take risks. They are comfortable speaking to me in
either language, and this allows for a comfortable social environment on the
playground and in classrooms.
My future practice will most certainly continue to evolve with this PDU as a
motivational base for Spanish acquisition. I hope to take another class next
summer to further my vocabulary and grammar. I might also look into a study
abroad opportunity to solidify my language acquisition. I’d like to continue
reading books in Spanish and communicating with our Latino parents.
Although I don’t strive to teach in Spanish, I want to keep using it as a tool to
reach out to our students, parents, and community. In fact, we’ll soon be doing
home visits and I will use my language skills to make them more effective. All
in all, I see this PDU as part of my language acquisition…because I’m not
stopping now! It’s been strong motivator to continue my language education.
16
Spanish Use Log
Brief description of Spanish Reflection on Spanish
applied
use
During the first couple days of school
I assisted families in finding their
classrooms, adjusting to our new
staff, explaining rituals and routines,
and calming nervous little ones with
limited English.
Dates
I felt extremely effective in
August 19, 20,
being able to communicate
23, 24
with our Spanish speaking
population. I think it helped
them ease their fears with our
turn around school and all the
new staff, rituals, and routines.
Using both social and
academic language was
effective to reach out to all the
families.
During the first two weeks of school I A handful of our students were August 20-30
helped the Reading Recovery team do incorrectly placed in ELA-E/
Spanish language surveys with our
ELA-S classrooms at the
ELA-S students in first grade to
beginning of the year and
determine language dominance.
instruction was difficult.
Helping identify which
language they were dominant
in cleared the confusion and
corrected classroom
placement.
After determining which of our Reading Recovery is ideally
August 31
students were Spanish dominant in started the first couple days of
first
grade,
I
performed
the school to reach those children
Observation Survey in Spanish to help who are at risk. I was very
identify which students would qualify helpful in this sequence
for DLL.
because my Spanish helped
identify which students needed
immediate intervention. My
increased knowledge of
Spanish verb tenses was
incredibly helpful.
While on cafeteria and recess duty I Using my Spanish in these
Augustwork with students whose first
areas
was
effective
to
December
language is Spanish. Often other
communicate and help build
teachers and students need
community with our Spanish
assistance translating for a student
speaking students.
Newly
until their English is more fluent. I
arrived students wanted to
help convey messages about school follow expectations and once I
expectations and routines to
explained them in Spanish it
students.
gave them a feeling of success.
My increased vocabulary really
aided me in these situations.
17
I am a mentor to the ELA-S first grade If I didn’t have my Spanish Septemberteacher at our school. With that I did skills, this mentor position
October
many observations in his class to
would not have been as
collaborate with him on instruction
powerful. I was able to access
and management.
his instruction and student
conversations to better advise
my mentor.
At our evening events for families I
All of our families want to Family BBQ:
help the ‘show’ run smoothly by
participate in these extra- August 18
directing and advising Spanish
curricular events; however I
speaking parents so they can get the feel like the Spanish speaking Family drum
most out of our event.
families
are
sometimes night:
intimidated due to language September 16
barriers. I did a small part, but November 18
I think it encouraged all
families to join the events.
At our evening parent meetings held Again, my role was to help
October 15
by the administration, I attended and families feel more comfortable
helped Spanish speaking parents feel in our school environment and
more comfortable and connected with make the events accessible. I
our school and the event.
used my social and academic
language in these situations.
During our parent teacher
I recognize that I am not an
October 25,26
conferences I directed Spanish
official translator, but during
speaking parents and also introduced conferences I felt very effective
them to the PAC and explained its
in communicating with parents
purpose and agenda.
about our PAC and its purpose.
We even recruited a parent,
who is bilingual, to be our
school representative.
During CELA placement testing I
Of course the CELA is all in
Augustalways use English; however upon
English; however a quick hello
December
greeting and picking up a newcomer or explanation to a scared
student I try to relax them with my
student about why we’re
Spanish.
walking to my room really
eased their nerves. It was
effective for their affect.
For the Thanksgiving lunch
Thanksgiving was new to some November 18
celebration, I assisted the teachers
of our Spanish speaking
with the Spanish speaking parents to families and I explained how
explain the event.
we celebrated at school. Using
my knowledge of Latino
holidays, I could related the
celebration to them.
18
PDU Reading Summaries
Summary 1: Life and Death in the Salvatrucha Gang: Anonymous author
Introduction
During the 1980's and 90's there was a terrible civil war in El Salvador and
about 100,000 people died. Due to the war, many Salvadorans emigrated to
the U.S., especially around L.A. They soon realized the Mexican-Americans
were not going to welcome them readily. The Salvadorans started forming
groups when they wanted to go out into the streets in order to protect
themselves from the 18th Street Gang (Mexican). In the coming years, these
groups of Salvadorans began to take on other negative purposes, besides just
protection. This is how the Salvatrucha Gang was formed.
The members of the newly formed Salvatrucha gang implemented guerilla
tactics learned in the civil war. This shocked the other gangs and the U.S.
Government. Officials tried to deport gang leaders and when they arrived back
in El Salvador they spread their gang tentacles throughout Central America.
Rules of the gang include always being loyal, looking for recruits, extorting
money for the gang, obeying gang leaders, and never coercing with rival gangs.
Other characteristics of the Salvatrucha gang include a 13 second brutal
initiation beating and particular tattoos.
This book delves into the personal narrative of one Salvatrucha gang member
and his personal experiences in the criminal institution.
Chapter 1: My Initiation
The anonymous author begins his narrative with the horrifying 13 seconds of
beatings from the gang members. This shows he is man enough and worthy to
be part of the 'family'. He was only 8 at the time. He introduces us to his
parents, who emigrated from El Salvador during the civil war. They soon found
19
extreme violence in L.A. And his father joined other Salvadorans to protect
themselves from the 18th Street Gang.
Chapter 2: My Mother
He recalls his young childhood being fairly safe and pleasant. That all changed
when his older brother and mother went to get groceries one afternoon.
Gangsters from the 18th Street Gang recognized her as a rival gang member's
wife and shot and killed her in front of the small boy, his brother.
Chapter 3: My Father
That same day, the author's father learned of his wife's death. He came to the
house and told Pedro, the older brother, to watch after his younger brother.
Their father said he would return shortly, but that was the last time they ever
saw him. Nobody really knows what happened: some rumors said the father
was killed; others say he was jailed; others say he was deported to El Salvador.
Chapter 4: Gustavo
Upon becoming orphans, the two brothers went to live with their father's friend,
Gustavo. He became like a father to them. Gustavo and their father had
decided to illegally cross borders to find a better life in America together with
their wives. All they wanted was peace and opportunities; yet they found crime
and violence in L.A.
Chapter 5: My First Mission
When the author was only 9, he was assigned his first gang mission. Gustavo
took him to the rival gang's territory and gave him a gun. Gustavo said this was
the day to prove himself. The author was scared and doesn't remember much
of what happened, but he still hears those gun shots to this day. He was proud
and was congratulated by the other gang members; yet the other part of him
felt remorse and sadness.
Chapter 6: My Work
By and by, the author became the leader of his clique, or subsection, of the
gang. His main responsibility was to collect monies from people and
businesses in the community, almost like a tax to the gang to protect them.
One day he was harassing an older woman who sold fruit on the street and
didn't want to pay the unjust tax. Along came her granddaughter who stood up
to the author and asked him why he was bothering an old woman. This was the
first time in his life he felt remorse...and love, for this granddaughter named
Analia.
Chapter 7: My Girlfriend
20
The author continued to walk by the fruit stand, hoping to see Analia. After
some time, she agreed to go out with him, even though her grandmother
disapproved. He enjoyed spending time with her because she was different
from his 'family', the Salvatruchas. She was pure and never put pressure on him
to do or be anything he wasn't. They had important conversations about his
past and his real family in which she became quite emotional. She wanted him
to leave the gang. He began to evade his responsibilities to the gang, but once
a gangster, always a gangster.
Chapter 8: The Confrontation
After these deep conversations, it was difficult for the author to spend time with
his gangster friends. Things were different. He wanted out. On a Friday
evening he was preparing for a date with Analia when his brother confronted
him about not going to an important meeting with the leaders. His brother
notified him that the leaders were picking up on his infidelity and there would
be consequences for his actions.
Chapter 9: The Decision
On that same evening after his date with Analia, the author returned home to
find an upset Pedro. His brother informed him the leaders decided enough was
enough and it was time for him to step up. He would now have to collect
money from Analia's grandmother again and was forbidden to see Analia
anymore. He realized Pedro was correct in that he had evaded responsibilities;
however he did not wish to remain a gangster.
Chapter 10: The Unexpected
After laying awake all night trying to decide what to do, the author finally fell
asleep. He was then awoken in the morning by Gustavo, telling him Pedro had
been killed by the 18th Street Gang. He finally began to cry for memories, for
real family, and for feeling alone. He knew what he had to do; he must take
revenge against the rival gang for the death of his brother. However, he began
to think of Analia and called her to tell her what he was going to do. Of course
she begged him not to commit the crime. She cried but yet he said he had to
do it.
Chapter 11: The Revenge
The author and other gang members met later that day to travel by truck to the
rival gang's territory. When they arrived, they saw several 18th Street gang
members outside a store. Upon preparing to shoot them, all of sudden the
author heard Analia's voice, begging him not to do something terrible. After
that, gang shooting erupted and she was shot. The author's friends heard
sirens and yelled for him to get back in the truck, but he didn't want to leave
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Analia. But he stayed, holding the dead girl, until the police arrested him. To
this day, he still can't get the image from his mind.
Chapter 12: The Court
The author doesn't really remember much of what happened when the police
arrived because he was lost in his apologies to Analia. He was taken to jail and
then in front of a judge for first degree murder. The judge explained if he was
found guilty he would spend life in jail without parole. He rose in front of the
court and declared himself guilty; he didn't care about the judicial process. He
felt the necessity to to pay for what had happened to Analia and all the others
he had hurt. For the first time in his life, the author was taking responsibility
for his actions. Finally, he was free.
Chapter 13: Jail
Well of course the jury found him guilty and he was sentenced to life in prison.
When the story was written, it had been five years that he had been in jail and
had had time to reflect on his life. He now realizes that when he was in the
gang, it was as if the leaders were pulling the wool over his eyes and using him.
His life was full of hatred and loneliness. He tries to convince the reader that
gang life is not glorious, by any means. There are only three destinies of gang
members: jail, hospital, and death. Nobody from his 'family' ever came to visit
him. If he had another chance to live his life, he would have studied and
worked honestly and enjoyed all the good life has to offer.
Chapter 14: My Friends
Basically, at the gang shootout was the last time he saw any of the gangsters.
He doesn't blame them for leaving him with Analia in the street; they had a lot
of fear of the police. Gangsters are always paranoid and weak, even though
they won't admit it.
Chapter 15: Rumors
There were many rumors in prison. The author never really found out what
happened to Gustavo. Some say he was killed. Also, rumors traveled about
Pedro, and how he wasn't really dead. The author may never know the fate of
these two men.
Chapter 16: The Pardon
Every single day he has been thinking about the people he has hurt and he's full
of remorse. He is always asking himself how his life would have been without
the gang. What if he would have listened to Analia? Because of gang life, he
had lost everyone important to him: mom, dad, Analia, and Pedro. Analia was
the only one who saw good in him and it was solely his fault she was dead. He
began writing weekly letters to her grandmother about how Analia had changed
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his life. He begged for her forgiveness. After five years, she finally wrote back
to say that she could see he had changed and she could now forgive him. He
cried uncontrollably, feeling relieved with this pardon. He finally felt free.
Summary 2: Cesar Chavez by Jonatha Brown and Cesar Chavez by Ginger
Wadsworth
I read two books about Cesar Chavez. These books described his childhood
and how he came to be a great labor reformer for the farm workers of the west
with non-violent strikes.
Cesar was born in 1927 in Yuma, Arizona, to a Mexican immigrant family whose
roots were grounded in farming. His grandparents had emigrated to the U.S.
after escaping abusive landowners. Cesar grew up in a family where everyone
helped with the field work. He also attended school where he was made to
learn English starting at the age of six. His early childhood was full of hard
work, but a rewarding lifestyle with his family.
Times changed with the 1930's and the drought and Great Depression. Soon
Cesar's family did not have sufficient harvests or livestock and they had to
migrate to California. The problem was, many other migrant workers also
headed to California to look for work and this drove wages down. Workers
were exposed to extreme weather conditions and pesticides and even the
children worked in these fields.
Due to low wages, Cesar and his family were forced to live in encampments
with other migrants workers. The camps were dirty and crowded. He
continued to work and go to school; however after so many years of
discrimination and taunting, Cesar dropped out of school after 8th grade. While
working in the fields, he met his future wife, Helen, and began evolving into a
patient, great leader.
He began talking to workers all around California's farms and heard stories of
low wages, no disability pay, no medical, and even trickery by farm owners. He
began hosting gatherings for workers to share their experiences. One
important step Cesar made was to encourage all the farm workers to have a
voice and learn how to vote. He also knew that other groups of workers, like
teachers and truckers, had unions. Why couldn't farm workers? And so the
group of farm workers began to grow and became a united union front called
NFWA.
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His family continued to work the fields for money and Cesar became the
president of NFWA. In 1965 the union staged their first strike. During the
long strike, Cesar was a great leader and encouraged the workers to hold their
ground, but not give into violence. This was known as the Grapes Strike and
gained much national attention. Rallies and walks were held to draw
awareness. Cesar asked the American public to not buy grapes, and after 5
years, the proprietors finally conceded. The farm workers garnered higher
wages and medical compensation. It was a grand victory for Cesar, the union,
and the other workers.
He continued to work for the union for a long time. Cesar passed away in 1993
and more than 40,000 people came to pay vigil for this momentous leader. A
year later his family was awarded the Presidential Medal of Honor and Liberty
for all he had accomplished for the workers, peacefully.
Summary 3: El Cinco de Mayo by Linda Lowery and Cinco de Mayo by Carol
Gnojewski
I wanted to read a few books about Cinco de Mayo because a large part of our
school population is from Mexico, and I honestly never really knew the
historical significance of the Mexican holiday. I knew it was about cultural
pride, but I wasn't sure of the beginnings.
From what I now have learned, this holiday is the celebration of Mexico fighting
off an invasion from Napoleon's French army. It all began in the early 1860's.
Mexico was tired of fighting wars. It had lost an incredible amount of land to
the U.S. in a war and earlier they had fought long and hard to liberate from
Spain in the 1820's. Benito Juarez was now the president of the liberated
Mexico. He had high hopes for amiable relations with the United States and
Abraham Lincoln shared these thoughts.
Meanwhile, the U.S. was engaging in the brutal civil war and it was known
Napoleon was possibly intending on helping the south with arms and guns.
This would enable the south to have an advantage. The emperor was also
reasoning that the growing world power of the U.S. would be taken down a
notch if it was split in two. He wanted France to remain the most powerful
nation in the world. Napoleon's plan was to get involved by entering through
Mexico, meanwhile ravaging that country for mineral riches.
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In 1861 the French troops made landfall in Veracruz, Mexico, and intended on
capturing the capital of Mexico City. The army began their march inland, and
Mexico was at a disadvantage with a comparably tiny army, few guns, and
exhaustion from previous wars. The people were frightened of the soldiers.
The big standoff came in a town called Puebla, Mexico. Juarez asked the
villagers from all around to assist the Mexican army. They rallied so as to
protect their homes, land, and culture. It was May 5, 1962. The French army
had no idea so many Mexicans were coming to the battle and they took their
time drinking morning coffee. Eventually the French began to attack the forts
of Puebla and were soon surprised by the return attack and numbers. A storm
then exploded. Their gun powder wouldn't work. It was muddy and their
horses slipped. The Mexicans released herds of bulls on the French. The most
powerful army in the world was forced to retreat due to the determination of
the Mexican people.
When Juarez heard the news, he declared 5 de Mayo a national holiday. It was
declared a day to remember the valiant efforts of Puebla, and the national pride
of Mexico. Nowadays, the holiday is celebrated in Mexico and widely in the U.S.
There are parades, shows of traditional dress, pinatas, traditional folkloric
songs, mariachi bands, feasts, dances, and fireworks. In Puebla, they reenact
the famous battle; however they throw flowers at each other instead of
explosives!
Spanish Reading Log
Spanish books/literature read
Month
1. Life and Death in the Salvatrucha
Gang: Anonymous author
2. Cesar Chavez by Jonatha Brown
3. Cesar Chavez by Ginger Wadsworth
1. El Cinco de Mayo by Linda Lowery
2. Cinco de Mayo by Carol Gnojewski
3. Junie B. Jones en primer grado (por
fin!) by Barbara Park
1.La parte que falta by Shel Silverstein
2.Descubramos Espana by Jillian Powell
3.El caballero del alba (Magic Treehouse)
by Mary Pope Osborne
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July
August
September
Mentor Log
Mentor
Mentee
Mentor Name: Denise Knochel
Mentee Name: Alvaro Pizarro
Mentor School: Greenlee Elementary
Mentee School: Greenlee Elementary
Semester


(circle one):
FALL
Record description, date, and hours of your interactions with your assigned mentee.
At least 20 hours per semester.
Activity or Meeting Name and Description—What was
accomplished?
Reflecting on Linda Dorn summer workshop and planning for its
use in the upcoming school year at our turn around school.
Setting up classroom; preparing first week’s materials, preparing
Spanish language anchor charts for literacy instruction
Looking over ELA-S curriculum and team planning math and
writing lessons with materials
Setting mentor/mentee goals for 1st semester and looking at
guidelines
Observation with follow up conference and reflections
Planning for assessments in the ELA-S classroom for literacy
Observation on classroom management and tips for reflection with
post conference
Professional team development on Backwards Design with
curriculum
Observation and reflection notes after math lesson
Date
Hours
July 30
1
August 16
2
August 17
2
August 19
1
September 9
3
September 10
2
September 20
3
Sept. 27, 28
2
Sept 30
2
Total Hours
1. Junie B. en primer grado, hace trampas
by Barbara Park
2. Puerto Rico by Michael Burgan
3.El gran dia de Lily by Kevin Henkes
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October
Me
nt
or
Lo
g
1.Mayas by Parramon
2. Piratas despues del mediodia (Magic
Treehouse) by Mary Pope Osborne
3. Vamos a Costa Rica by Mary Virginia
Fox
1. Descubramos Rusia by Jillian Powell
2. Cuentos de Navidad by Adrian
Pellaumail
3. Crisantemo by Kevin Henkes
November
December
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