5.2.1 Juan’s Journey SUMMARY Juan, a child in a migrant worker family, longs for a permanent home as he deals with the harsh realities of migrant worker life LESSON VOCABULARY caterpillar disrespect migrant unscrewed cocoon emerge sketched INTRODUCE THE BOOK INTRODUCE THE TITLE AND AUTHOR Discuss with students the title and the author of Juan’s Journey Based on the title, whom students think the story will be about? What does the word Journey in the title tell them? BUILD BACKGROUND Explain that migrant workers are people who travel around the country picking crops Discuss with students what they know about the lives of migrant workers PREVIEW/USE TEXT FEATURES As students preview the book, draw their attention to the map on page and discuss that it shows the route migrant workers travel as they look for work Then have students look at the pictures What they think they might find out about the migrant workers in this story? Review the map on page and then compare it to a classroom map that gives the names of all the states Point out the states mentioned on page COMPARE AND CONTRAST ANSWER QUESTIONS READ THE BOOK SET PURPOSE Have students set a purpose for reading Juan’s Journey If they need help setting a purpose, ask them what they hope the story will be about and what they hope they will learn about Juan or migrant workers STRATEGY SUPPORT: ANSWER QUESTIONS Remind students that answering questions is the ability to give complete, correct responses to questions Read page aloud Then ask students: Why did the Garcias leave Georgia? (They were migrant workers and the harvest was over.) Lead students to see that the answer came from information found in several places, or sentences, on the page Then discuss that answers to other questions might be found in only one sentence, by using prior knowledge or by using what is in the story plus prior knowledge As students answer the following comprehension questions, have them tell you how they came up with the answers COMPREHENSION QUESTIONS PAGE Why would Juan buy his mom a red car? (because it was her favorite color) PAGE 13 Where can you find the answer to the question: “What was the weather like the week that Juan picked strawberries?” (first sentence, second paragraph) PAGE 14 What generalization can you make about picking strawberries for a living? (Possible Response: It is hard work.) PAGE 17 Were you surprised that Manuel quit working for Spike? Why or why not? (Responses will vary.) 32 Juan’s Journey 16911_LRD_TG_032-033 32 12/28/05 1:03:28 PM REVISIT THE BOOK READER RESPONSE Advantages: Crew leader arranged work, housing, car rides; Disadvantages: Farmworkers had to give money to crew leader Responses will vary, but they should relate to text Responses will vary, but they should show understanding of how a cocoon is a tight wrapping that covers something Responses will vary, but students might say they would just as Manuel did or call the police on Mr Spike EXTEND UNDERSTANDING Ask students to define character (Possible response: person or animal who takes part in the events of a story) Who is the main character in this story? (Juan) Ask students to describe Juan Do they think he is a hard-working boy? Is he a boy who cares about others? Have them find places in the text that supports their answers RESPONSE OPTIONS SPEAKING Have students work in small groups and discuss whether or not children Juan’s age should be allowed to be migrant workers They should create a list of reasons supporting their decision or decisions Afterwards, have the groups share their decisions and supporting reasons SOCIAL STUDIES CONNECTION Encourage students to find out more about migrant workers and their lives They can read biographies of César Chávez and other books about migrant workers They might be especially interested in information about children who were migrant workers Skill Work TEACH/REVIEW VOCABULARY Review the meaning of the words and then give students word cards Have them sort the words by parts of speech (noun, verb, adjective) Students can play charades using the verbs (sketched, unscrewed, emerged) To give the answer, students should hold up the correct card TARGET SKILL AND STRATEGY COMPARE AND CONTRAST Remind students that to compare is to tell how two or more things are alike To contrast is to tell how two or more things are different Invite students to compare and contrast what they are learning to what they already know Does anything in Juan’s life remind them of their own lives? For example: Some of them might want a dog; some of them might have had to move around a lot Ask if comparing their own lives to Juan’s helped them better understand what he was going through ANSWER QUESTIONS Remind students that answering questions can help them understand the text (helps them focus, checks comprehension, relates what they know to what they are reading) After reading, have students ask questions comparing what is happening in Juan’s life to what he wants to happen Students should then answer each other’s questions ADDITIONAL SKILL INSTRUCTION GENERALIZE Remind students that as they read, they are given ideas about several things or people, and they can make one statement about all of them This is called a generalization Some are valid; some are faulty Ask: Is the generalization, All kids like to listen to music, valid or faulty? (Faulty: All kids may not like to listen to music.) Is the generalization, Many kids like to listen to music, valid or faulty? (Valid: Many kids like to listen to music.) Invite students to make generalizations as they read Remind them to back up generalizations with examples Have the class share generalizations and discuss whether they are valid or invalid Juan’s Journey 16911_LRD_TG_032-033 33 33 3/20/06 8:49:44 AM Juan’s Journey Name Compare and Contrast • To compare is to tell how two or more things are alike • To contrast is to tell how two or more things are different Directions Fill in the following chart to compare what Juan wants to what Juan has Circle the one thing Juan wanted and then got What Juan Wants What Juan Has © Pearson Education Directions Look at your chart Draw a picture of Juan leading the kind of life he would like to have 34 16911_LRD_TG_034-035 12/28/05 1:04:29 PM Juan’s Journey Name Vocabulary Directions Find and circle the following words All words go from left to right Check the Words You Know caterpillar migrant cocoon sketched disrespect unscrewed emerge C O C O O N A T Y L J M K R T L Y M C E M E R G E T C A T P M T I E N Y E G R L P U F L T O D I S R E S P E C T K A I L M I G R A N T K N W J S S R G T E N A R G E L K M I G A R T A K T S K E T C H E D Y T C M C O C O R U N S C R E W E D Y A J T S K E A T C H E D Y L O D I T C A T E R P I L L A R T Directions Use each vocabulary word in a sentence © Pearson Education 5 35 16911_LRD_TG_034-035 12/28/05 1:04:33 PM ... Draw a picture of Juan leading the kind of life he would like to have 34 16 911 _LRD _TG_ 034-0 35 12 / 28/ 05 1: 04 :29 PM Juan’s Journey Name Vocabulary Directions Find and circle the following words All... L A R T Directions Use each vocabulary word in a sentence © Pearson Education 5 35 16 911 _LRD _TG_ 034-0 35 12 / 28/ 05 1: 04:33 PM ... generalizations and discuss whether they are valid or invalid Juan’s Journey 16 911 _LRD _TG_ 0 32- 033 33 33 3 /20 /06 8:49:44 AM Juan’s Journey Name Compare and Contrast • To compare is to tell how two