A copy of the story,“The Barbosa Express” by Ed Vega

If possible,some NYC subway maps or reproductions

Butcher paper(or any paper appropriate for creating posters)

Markers

California Standard 2.2: Write Responses to Literature

http://www.flocabulary.com/fivethings.html

1.Ask how many students have had a quinceañera.

2.Discuss the reasons for a quinceañera.

3.Discuss equivalent celebrations in non-Latin cultures.

Match the following terms to their definitions

1. Roberto Clemente 2. Caboose 3. IBM Selectric4. Dictaphone _____5. The Jones Act 6. FALN

A. The last car of a trainB. A typewriterC. Law passed in 1917 making Puerto Ricans U.S. CitizensD. First Puerto Rican inducted into the Baseball Hall of FameE. A machine used to record and transcribe dictationF. Fuerzas Amadas de Liberacion. A revolutionary group active

in the 1970s that used violent measures to fight for Puerto Rican independence.

How do family members help each other?

What is the connection between family and culture? Can the two be separated?

Under what circumstances is it acceptable to break the law?

Read story out loud. Summarize the plot. Identify the protagonist, antagonist and point of view.

List three adjectives to describe Barbosa and three adjectives to describe Mendoza.

Identify the setting. What details in the story reveal the setting?

Classify the type of conflict: character vs. character, character vs. nature, character vs. society, character vs. fate, or character vs. the supernatural.

Find examples of imagery: figurative (simile, metaphor, personification)and literal.

Identify a key symbol in the story.

As students are working on this activity circulate, answer questions, and guide students to key passages.

Think of the story as a train. The theme is the track the train is running on. The elements of the story: plot, characters, setting, point of view, imagery, symbols, are the individual cars of the train.

Which element is at the front of the train (the lead car)? Which cars follow and in what order?

Use butcher paper to illustrate the train. In each car, draw a picture illustrating the story element and find a quote that supports your assertion.

Students will present their posters/ideas to the class.

Ask them to finish the sentence: “This story is about…” without using plot summary. This will guide them to theme statements.

For homework they should write two thesis statements.

Vega,Ed. Mendoza’s Dreams,“The Barbosa Express.” Houston:Arte Publico Press, 1987.

Abraham, Chris. "New York City SubwayMap."Http://chrisabraham.comChris Abraham, 30 Sept. 2005. Web. June & July 2011.

WordPress. “PuertoRicanFlag(Grunge). “Http://blogatwordpress.org. 17. Oct. 2010. Web. June & July 2011.

American Flag Clip Art. “Large American Flag”. Http://webweaver.nu. 1998-2011. Web. June & July 2011.