Unit Plan: The Motorcycle Diaries by Ernesto “Che” Guevara Twelfth Grade English I. Materials: South America KWL Chart Handout Blog Score Sheet Handout The Motorcycle Diaries Vocabulary Handout One Copy of The Motorcycle Diaries per Student One Laptop with Internet Access Projector Projector Video Cable Google Earth Software The Motorcycle Diaries Lit Trip One Computer with Internet Access per Student The Motorcycle Diaries WebQuest: http://www.anythingbutsquaredesign.com/webquest/ Group Broadcast Project Rubric Reading Check #1-4 Quizzes “The Heights of Machu Picchu” Cantos XII by Pablo Neruda Excerpt from Ines of My Soul by Isabel Allende Excerpt from “Martin Fierro” Argentinian Epic Poem by Jose Hernandez The Motorcycle Diaries DVD A Thousand and One Nights DVD The Motorcycle Diaries Final Project Handout Writing Rubric Board Game Rubric II. Time Needed: Twelve Forty-Minute Class Periods

III. Learning Goals: Students will be able to: 1. Explore, identify, and determine social issues as they relate to the history and cultural conditions of South America. NJCCCS: 3.1.D.3, 3.1.G.1, 3.1.G.3, 3.1.G.5, 3.1.G.9, 3.2, 3.3, 3.4, 3.5.A.2, 3.5.C

2. Recognize, define, and properly use pertinent vocabulary as it relates to the text. NJCCCS: 3.1.F.3 3. Identify the relationship between selected coordinated texts and assigned documentary film material. NJCCCS: 3.1.G.3, 3.1.G.10, 3.1.G.11, 3.3, 3.4, 3.5.A.2, 3.5.B.1, 3.5.B.2 4. Critically interpret assigned reading material for both comprehension and analysis. NJCCCS: 3.1.H.4, 3.1.H.5, 3.2, 3.3, 3.4, 3.5.A.2 5. Critically analyze the film interpretation of the assigned text for continuity, visual imagery, and accuracy. Use the film as an aid for enhanced comprehension of the text. NJCCCS: 3.1.E.2, 3.2, 3.3, 3.4 IV. Assessment Plan: Learning Goal 1: Students will be able to explore, identify, and determine social issues as they relate to the history and cultural conditions of South America. Assessment: x

South America KWL Chart

x

Blog Score Sheet

x

Group Broadcast Project Rubric

x

Writing Rubric

x

Board Game Rubric

Learning Goal 2: Students will be able to recognize, define, and properly use pertinent vocabulary as it relates to the text. Assessment: x

Unit Vocabulary Test (Orally presented to students who will record answers on a blank sheet of paper.)

Learning Goal 3: Students will be able to identify the relationship between selected coordinated texts and assigned documentary film material. Assessment: x

Blog Score Sheet

x

Group Broadcast Project Rubric

Learning Goal 4: Students will be able to critically interpret assigned reading material for both comprehension and analysis.

Assessment: x

Reading Check Quizzes 1-4

x

Blog Score Sheet

x

Group Broadcast Project Rubric

x

Writing Rubric

x

Board Game Rubric

Learning Goal 5: Students will be able to critically analyze the film interpretation of the assigned text for continuity, visual imagery, and accuracy. Use the film as an aid for enhanced comprehension of the text. Assessment: x

Blog Score Sheet

x

Group Broadcast Project Rubric

x

Writing Rubric

Learning Goals Learning Goal 1

Learning Goal 2

Assessments

Format of Assessment

Adaptations

Pre-Assessment

South American Themed KWL Chart

Provide students with verbal and visual clues.

Pre-Assessment

Blog Score Sheet: Students will be assigned ten blog entries throughout the unit which they must complete in order to earn points towards their final grade

Provide students with multiple explanations of assignments as needed.

Formative

Group Broadcast Project Rubric: Webquest

Group students with peers who can aid them with the assigned project as needed.

Post Assessment

Writing Rubric or Board Game Rubric

Provide students with multiple explanations and guidance as needed.

Post-Assessment

Unit Vocabulary Test

Provide students with extra time to complete test and repeat words as necessary.

Learning Goal 3

Learning Goal 4

Learning Goal 5

Pre-Assessment

Blog Score Sheet

Formative

Group Broadcast Project Rubric

Pre-Assessment

Blog Score Sheet

Formative

Reading Check Quizzes 1-4

Formative

Group Broadcast Project Rubric

Post-Assessment

Writing Rubric or Board Game Rubric

Pre-Assessment

Blog Score Sheet

Formative

Group Broadcast Project Rubric

Post-Assessment

Writing Rubric

Assessment Grade Composition: x

Reading Check Quizzes 1-4: 25 points each for a total test grade of 100 points

x

South America KWL Chart: 5%

x

Blog Score Sheet: 15%

x

Group Broadcast Project Rubric: 30%

x

Unit Vocabulary Test: 20%

x

Writing Rubric or Board Game Rubric: 30%

The Motorcycle Diaries: South America KWL Use this chart to gather your background information about South America. In the “K” column, list everything you know (or might know) about the topic. In the “W” column, list everything you want to know about the topic. We will fill in the “L” column later.

K

What I Know

W

What I’d Like to Know

L

What I Learned

Name: ___________________________________________ Date: _________________ Blog Score Sheet Assignments 1-5 South America Trip Itinerary Letters Home From One Country In Class Assignment

Possible Pts Points Earned

Points Earned

10 10 10 10 10

Assignments 6-10 Supplemental Reading In Class Assignment In Class Assignment The Photographer The Revolutionary

10 10 10 10 10

Total:

_________ out of possible 100

NAME ____________________________________

The Motorcycle Diaries Reading Check Number One

ACROSS

DOWN

4 Che and Alberto use this to repair the bike 5 The Subject Che and Alberto are studying in school

1 The keepsake Che takes from Chichina 2 Che’s travel companion 3 The gift Che brings Chichina

NAME ____________________________________

The Motorcycle Diaries Reading Check Number Two

ACROSS 2 Che and Alberto are called, “Two Argentine Leprosy...” 5 How La Poderosa II met its end

DOWN 1 “Chile-España” 3 The transportation used by Che and Alberto to travel from Valparaiso to Valparaiso 4 The primary occupation of the residents of Chuquicamata

NAME ____________________________________

The Motorcycle Diaries Reading Check Number Three

ACROSS

DOWN

1 The transportation used by Che and Alberto to travel from Chile to Peru 3 Valdivia 4 Elected as Chilean President in 1970

1 The style of Peruvian dress 2 Peruvian currency

NAME ____________________________________

The Motorcycle Diaries Reading Check Number Four

ACROSS 1 Che’s age on his birthday 3 Dr. Pesce is a specialist in this medical condition 4 Che’s medical ailment 5 Alberto makes 90 soles this way

DOWN 2 The sport Che and Alberto coach on their way to Lima

Group Broadcast Project Rubric Criteria

Content and Treatment of Topic

Ideas, Thoughts, Arguments, and Evidence

Organization and Clarity

Presentation

90-100

80-89

70-79

0-69

Content related to strong, student-gathered topic that extends the assignment

Content related to a strong student-generated topic

Content related to single readily apparent topic

Content unrelated to topic or assignment

Topic supported by abundant main ideas and details

Topic supported with three or four main ideas

Topic supported with one or two main ideas

Topic stated but not explored or treated with depth or meaning

Topic and main ideas show evidence of novel, creative, and higherorder thinking

Topic and main ideas show evidence of higherorder thinking

May include some digressions

Point of view or opinion stated without evidence

Arguments, evidence, and ideas support and elaborate on topic

Arguments, evidence, and ideas strongly support topic

Arguments, evidence, and ideas related to topic

Ideas, arguments, or evidence not related to topic

Evidence logical, factual, research-supported and compellingly cited

Arguments, ideas, and evidence directly logical and supported with cited research

Arguments, ideas, and evidence logical or research supported

Thoughts consider only the readily apparent

Point of view implicit in facts and details

Point of view supported with details and facts

May include some opinions

Arguments and evidence not present

Counter arguments considered and refuted

Readily apparent counter arguments considered

Counter arguments or alternative interpretations not considered

Ideas, arguments, and evidence based on opinions or flawed logic

Organization moves smoothly from topic to main ideas and detail

Organization moves from topic to main ideas and details

Organization focused on topic

Organization scattered, disjointed

Elements and ideas related to topic, to each other, and to audience

Elements and ideas related to each other

Organization moves from topic to main ideas, arguments, and evidence

Major elements isolated or not related to topic

Topic or point of view stated in wellincorporated opening and closing

Topic or point of view stated in opening and closing

Content of speech in conventional English

Content of speech sloppy and informal

Content and speech clear and eloquent

Content of speech clear and easy to follow

Presentation clear, natural, engaging and informative

Presentation audible, natural, and engaging

Presentation audible

Presentation inaudible, unintelligible

Awareness of audience through interaction and flexibility of presentation

Awareness of audience through eye contact, movement, and responses

Some awareness of audience through eye contact and movement

Awareness of audience minimal

Conduct respectful, tailored to audience, and uses format to enhance topic

Conduct respectful, appropriate to audience, and conforms to agreedupon format to support topic

Conduct respectful and conforming to agreedupon format

Conduct impolite

Full participation

Full participation

May participate minimally when not required

Presentation deviates from agreed-upon format

Writing Rubric Grade

90-100

Ideas and Content Ideas are fresh and original. The writer seems to be writing from knowledge or experience and shows insight. Gives the reader important information that goes beyond the obvious or predictable. The writer develops the topic in an enlightening, purposeful way that makes a point or tells a story. Every piece adds something to the whole.

80-89

It is pretty easy to see where the writer is headed, though more information is needed to support ideas. The writer seems to be drawing on knowledge or experience, but has difficulty going from general observations to specifics.

Organization

Word Choice

Details seem to fit where they are placed; sequencing is logical and effective.

Words are specific and accurate; it is easy to understand just what the writer means.

Sentences are constructed in a way that helps make meaning clear.

An inviting introduction draws the reader in; a satisfying conclusion leaves the reader with a sense of resolution.

The language is natural and never overdone; phrasing is highly individual.

Purposeful sentence beginnings show how each sentence relates to and builds upon the one before it.

Pacing is well controlled; the writer knows when to slow down and elaborate, and when to pick up the pace and move on. Thoughtful transitions clearly show how ideas connect. Organization flows smoothly. The paper has a recognizable introduction and conclusion. The introduction may not create a strong sense of anticipation; the conclusion may not tie up all loose ends. Sequencing is usually logical, but may sometimes be so predictable that the structure takes attention away from the content.

Ideas are reasonably clear, though they may not be detailed, personalized, or expanded enough to show in-depth understanding or a strong sense of purpose.

Pacing is fairly well controlled, though the writer sometimes spurts ahead too quickly or spends too much time on details that do not matter.

Support is attempted, but does not go far enough in reinforcing the main idea.

Transitions often work well; at other times, connections between ideas are fuzzy.

Details often blend the original with the predictable.

The organization sometimes supports the main point or storyline; at other times, the reader feels an urge to slip in a transition or move things around.

Lively verbs energize the writing. Precise nouns and modifiers create pictures in the reader's mind. Striking words and phrases often catch the reader's eye and linger in the reader's mind.

Sentence Fluency

Sentences vary in length as well as structure. Fragments, if used, add style. Dialogue, if used, sounds natural.

Clichés and jargon are used sparingly, only for effect. Words are almost always correct and adequate. Familiar words and phrases communicate, but may not capture the reader's imagination. Attempts at colorful language come close to communicating the idea, but sometimes seem overdone. Energetic verbs or picturesque phrases leave the reader longing for more.

Sentences are grammatically correct, but do not always aid in building from the one before it. There is at least some variation in sentence length and structure. Sentence beginnings are not all alike. The reader sometimes has to hunt for clues (e.g., connecting words and phrases like however, therefore, naturally, after a while, on the other hand, to be specific, for example, next, first of all, later, but as it turned out, although, etc.) that show how sentences interrelate. Parts of the text invite expressive oral reading; others may be stiff, awkward, or choppy.

Writing Rubric

70-79

The writer is still in search of a topic, or has not begun to define the topic in a meaningful, personal way.

Sequencing needs work.

Information is very limited or unclear.

There is no real lead to set up what follows, no real conclusion to wrap things up.

The text may be repetitious, or may read like a collection of disconnected, random thoughts.

Pacing feels awkward; the writer slows to a crawl when the reader wants to get on with it, and vice versa.

Everything seems as important as everything else; the reader has a hard time sifting out what's critical.

Connections between ideas are confusing or missing. Problems with organization make it hard for the reader to grasp the main point or storyline.

0-69

The writer did not clearly define a topic, no information was provided to aid in developing a topic.

Comments:

Final Grade: ______________

Sentences are choppy, incomplete, rambling or awkward; they need work.

Persistent redundancy distracts the reader.

Phrasing does not sound natural, the way someone might speak. The reader must sometimes pause or read over to get the meaning.

Jargon or clichés serve as a crutch. Words are used incorrectly, sometimes making the message hard to decipher. Problems with language leave the reader wondering what the writer is trying to say.

There is no recognizable organization within the paper.

Incorrect language is used throughout the paper.

There is no connection between ideas.

The reader is left unclear with what the writer is attempting to communicate.

Many sentences begin the same way--and may follow the same patterns (e.g., subjectverb-object) in a monotonous pattern. Endless connectives (and, and so, but then, because, and then, etc.) create a massive jumble of language in which clear sentence beginnings and endings get swallowed up. The text does not invite expressive oral reading. Sentences are not connected. Many or all sentences begin the same.

The text is unclear and disconnected. No main idea or focus is given to the reader.

Language is vague to the point that only the most general message comes through.

The reader is unable to grasp the main point.

Many or all sentences are unclear in what they are attempting to say to the reader.

Board Game Rubric Grade

90-100

Ideas and Content

Organization flows smoothly.

The game seems to be created from knowledge or experience and shows insight.

Details seem to fit where they are placed; sequencing is logical and effective.

Gives the players important information that goes beyond the obvious or predictable.

80-89

Organization

Ideas are fresh and original.

An inviting introduction draws the players in; a satisfying conclusion leaves the players with a sense of resolution.

The game develops the topic in an enlightening, purposeful way that makes a point or tells a story.

Pacing is well controlled; the players know when to slow down and elaborate, and when to pick up the pace and move on.

Every piece adds something to the whole.

Thoughtful transitions clearly show how ideas connect.

It is pretty easy to see where the game is headed, though more information is needed to support ideas.

The game has a recognizable start and finish. The start may not create a strong sense of anticipation; the finish may not tie up all loose ends.

The game seems to be drawing on knowledge or experience, but has difficulty going from general observations to specifics.

Sequencing is usually logical, but may sometimes be so predictable that the structure takes attention away from the content.

Ideas are reasonably clear, though they may not be detailed, personalized, or expanded enough to show in-depth understanding or a strong sense of purpose.

Pacing is fairly well controlled, though the players sometimes spurt ahead too quickly or spends too much time on details that do not matter.

Support is attempted, but does not go far enough in reinforcing the main idea.

Transitions often work well; at other times, connections between ideas are fuzzy.

Details often blend the original with the predictable.

The organization sometimes supports the main point or storyline; at other times, the player feels an urge to slip in a transition or move things around.

Word Choice

Game Steps

Game play is specific and accurate; it is easy to understand just what comes next.

Transitions are constructed in a way that helps make meaning clear.

The language is natural and never overdone; phrasing is highly individual.

Purposeful beginnings show how each step relates to and builds upon the one before it.

Lively verbs energize the game. Precise nouns and modifiers create pictures in the reader's mind.

The steps vary in length as well as structure. Cliffhangers, if used, add style.

Clichés and jargon are used sparingly, only for effect.

Words are almost always correct and adequate. Familiar words and phrases communicate, but may not capture the reader's imagination. Attempts at colorful language come close to communicating the idea, but sometimes seem overdone. Energetic verbs or picturesque phrases leave the reader longing for more.

Steps are logically correct, but do not always aid in building from the one before it. There is at least some variation in step length and structure. The player sometimes has difficulty understanding how steps relate. Parts of the game invite expressive game play; others may be stiff, awkward, or choppy.

Board Game Rubric

70-79

0-69

The game is still in search of a topic, or has not begun to define the topic in a meaningful, personal way.

Sequencing needs work.

Information is very limited or unclear.

There is no real lead to set up what follows, no real conclusion to wrap things up.

The game may be repetitious, or may play like a collection of disconnected, random thoughts.

Pacing feels awkward; the game slows to a crawl when the player wants to get on with it, and vice versa.

Everything seems as important as everything else; the player has a hard time sifting out what's critical.

Connections between ideas are confusing or missing.

The game did not clearly define a topic, no information was provided to aid in developing a topic.

Problems with organization make it hard for the player to grasp the main point or storyline. There is no recognizable organization within the game.

The game is unclear and disconnected.

Comments:

Final Grade: ______________

Steps are choppy, incomplete, rambling or awkward; they need work.

Persistent redundancy distracts the player.

The player must sometimes pause or read over the rules to get the meaning.

Words are used incorrectly, sometimes making the message hard to decipher.

Many steps begin the same way--and may follow the same patterns.

Problems with language leave the player wondering what the game is trying to say.

The game does not invite expressive participation from the players.

Incorrect language is used throughout the game.

Steps are not connected. Many or all steps begin the same.

There is no connection between ideas.

No main idea or focus is given to the players.

Language is vague to the point that only the most general message comes through.

The players are unable to grasp the main point.

The player is left unclear with what the writer is attempting to communicate.

Many or all of the steps are unclear in what they are attempting to say to the players.

V. Anticipatory Set x

Day 1: South America KWL Chart

x

Day 2: Student Trip Itinerary Blog Entry

x

Day 3, 4, and 5: Google Earth Lit Trip

VI. Design for Instruction Day 1 Topic: The Motorcycle Diaries Pre-Reading Activities Activities: x

Students will complete the South America KWL Chart

x

Teacher will distribute one copy of the text to each student.

x

Teacher will review South America KWL Chart with students while providing additional information on South America’s history and politics.

x

Students will read the Preface of The Motorcycle Diaries by Aleida Guevara.

x

Teacher will distribute The Motorcyle Diaries Vocabulary worksheet.

x

Students will begin working on their personal travel itinerary for the first blog entry.

Learning Goals: 1, 2, 3 Day 2 Topic: The Motorcycle Diaries Pages 31-57 Activities: x

Students will complete Reading Check Number 1.

x

Students will volunteer to share their travel itinerary with the class.

x

Class will watch Chapter One on the DVD for The Motorcycle Diaries film.

x

Class will discuss pages 31-57 with a close reading of pages 41, 44, 47, and 54.

Learning Goals: 1, 4, 5 Day 3 Topic: The Motorcycle Diaries Pages 57-81 Activities: x

Students will complete Reading Check Number 2.

x

Teacher will begin class with Google Earth Lit Trip on The Motorcycle Diaries.

x

Teacher will distribute Cantos XII of Pablo Neruda’s “The Heights of Machu Picchu”.

x

Students will read Neruda’s poem and look for phrases which relate to the history and cultural state of South America.

x

Class will discuss poem in relation to the assigned text paying special attention to page 70, 75, and 77-81.

Learning Goals: 1, 3, 4 Day 4 and 5 Topic: The Motorcycle Diaries Pages 82-103 Activities: x

Students will complete Reading Check Number 3.

x

Teacher will begin class with Google Earth Lit Trip on The Motorcycle Diaries.

x

Teacher will distribute excerpt from Isabel Allende’s book Ines of My Soul.

x

Students will read Allende’s excerpt while paying close attention to historical and social references to South America.

x

Class will discuss excerpt in relation to the assigned text paying special attention to page 85 and 88.

x

Class will watch five minutes of the film A Thousand and One Nights.

x

Teacher will distribute excerpt from Hernandez’s poem “Martin Fierro”.

x

Students will read poem out loud while paying close attention to historical and social references about the Gauchos of South America.

x

Class will discuss excerpt in relation to the assigned text.

Learning Goals: 1, 3, 4 Day 6 and 7 Topic: The Motorcycle Diaries WebQuest Activities: x

Students will meet in computer lab.

x

Teacher will place students in groups of three and distribute copies of Group Broadcast Project Rubric.

x

Students will follow WebQuest Tasks individually and quietly organize their thoughts in assigned groups.

Learning Goals: 1, 3, 4, 5

Day 8 Topic: The Motorcycle Diaries Pages 103-129 Activities: x

Students will turn in their response to the written portion of the WebQuest.

x

Class will divide into groups to complete questions displayed within the Google Earth Lit Trip.

x

Class will discuss responses to questions.

Learning Goals: 1, 4 Day 9 Topic: Final Broadcast Preparation Activities: x

Students will quietly work in their assigned groups to complete work on their Group Broadcast Project.

x

Groups who complete their assignment early may silently read in class.

Learning Goals: 1, 2, 3, 4, 5 Day 10 Topic: Group Broadcast Project Presentations Activities: x

Groups will come up one at a time to present their broadcast.

x

Teacher will record the broadcast to post on the class Wikispace.

Learning Goals: 1, 2, 3, 4, 5 Day 11 Topic: The Motorcycle Diaries Pages 129-165 Activities: x

Students will complete Reading Check Number 4.

x

Teacher will present final portion of trip on Google Earth Lit Trip.

x

Class will watch the final chapter of the DVD The Motorcycle Diaries.

x

Class will discuss the film adaptation of the final pages of the text as it relates to Ernesto’s final comments on pages 164 and 165.

Learning Goals: 1, 4, 5

Day 12 Topic: The Motorcycle Diaries Unit Vocabulary Test and Final Project Assignment Activities: x

Students will complete Unit Vocabulary Test.

x

Teacher will distribute the Final Project assignment sheet, the Writing Rubric, and the Board Game Rubric.

x

Teacher will explain each assignment and allow students the opportunity to clarify the assignment.

x

Students will have the end of the class period to begin working on their assignment of choice.

Learning Goals: 1, 2, 3, 4, 5 Activity Explanation: 1. Google Earth Lit Trip The Google Earth Lit Trip provides students with an interactive visual representation of the journey Ernesto “Che” Guevara and Alberto Granado embark upon through South America. Students will be able to associate the locations of the places visited and discussed with the map in order to understand the historical and cultural effects the geographical locations played in Ernesto’s understanding of the social turmoil of South America’s inhabitants. The teacher will have already prepared and downloaded the Google Lit Trip to a laptop computer which will need to be attached to a projector within the classroom. The Google Lit Trip provides the teacher with the ability to use pre-existing stop points along the map which can be manipulated to contain discussion questions for the class. The questions can be discussed as a group or students can work silently to answer them and discuss them as a class later in the period. The blog assignments will also relate back to the Google Lit Trip and discussions in class. The teacher can assess a student’s comprehension of the material through their blog responses which are graded on a ten point scale per entry. 2. The Motorcycle Diaries WebQuest The WebQuest provides the students with several types of Web 2.0 tools in which to evaluate and determine their view of the historical and cultural background of Peru. The WebQuest is unique in that it provides information gathered by University students who visited the same areas of Peru as Ernesto “Che” Guevara and Alberto Granado. Ernesto often discusses the conquest of South America by the Spanish and the effect it has had on the culture which remains in the area 400 years later. Students can interact with websites, blogs, slideshows, documentaries, videos, news reports, and podcasts in order to evaluate their own opinion on conquest. They then gather their research and relate it back to the text by

stepping into assigned character roles. Students can choose a character that they relate to or can choose a character with an opposite opinion of their own. In doing this, the student needs to alter their view of conquest and begin to look at it from a new view. Students will need access to a computer and the internet in order to complete the assignment. The WebQuest can be accessed through the teacher’s website. 3. Reading an Excerpt of Ines of My Soul by Isabel Allende Students will read an excerpt of the novel, Ines of My Soul by Isabel Allende in order to understand the effect South America has on its people, particularly its authors. Isabel Allende is the niece of the assassinated Chilean president Salvador Allende. She has spent much of her life as a political exile, but her soul is still very strongly tied to Chile. Ines of My Soul chronicles Valdivia’s efforts in founding the country of Chile during the conquests. The excerpt chosen comes from the view of a female conquistador who admires the South American people and criticizes the Spanish poet Alonso who spent little time with the conquistadors and altered the native South American language in order to rhyme with the Spanish language. Allende, as Ines, speaks to herself reminding her that at heart she is a child of Chile. The excerpt provides a feminine view of conquest and the roots of South America during the conquests. It relates to the historical and cultural beginnings of South America which has led to the condition of the land during Ernesto’s trip. Students can relate the two texts while also relating to a feminine take on conquest. VII. Attachments The Motorcycle Diaries Vocabulary Handout The Motorcycle Diaries Journal Entries Handout “The Heights of Machu Picchu” Cantos XII by Pablo Neruda Excerpt from Ines of My Soul by Isabel Allende Excerpt from “Martin Fierro” Argentinian Epic Poem by Jose Hernandez The Motorcycle Diaries Final Project Handout

The Motorcycle Diaries Vocabulary The following vocabulary words are from the assigned novel, The Motorcycle Diaries. As you read, look for the words and find the appropriate definition in your dictionary. We will go over the definitions in class. At the end of the novel, your test will consist of all 35 words. You must be able to spell and define each word.

Reading Assignment: Pages 31-57 1. Aspersions

Reading Assignment: Pages 82-103 25. Cuecas

2. Avidly

26. Euphoric

3. Carte Blanche

27. Idyllic

4. Compañero

28. Physiognomy

5. Emulating 6. Fatalistic

Reading Assignment: Pages 103-129 29. Calvary

7. Inveterate

30. Hiatus

8. Iridescent

31. Quechua

9. Mate 10. Provisionally

Reading Assignment: Pages 129-165 32. Emancipating

11. Voraciously

33. Revelation 34. Transcendent

Reading Assignment: Pages 57-81 12. Aspiration 13. Communist 14. Diatribe 15. Florid 16. Ignominious 17. Imbued 18. Lured 19. Miasmas 20. Nationalist 21. Proletariat 22. Spontaneity 23. Stoical 24. Stratospheric

35. Tributaries

The Motorcycle Diaries Word Find

Use this Word Find as a study sheet. Find all of the words in the Word Bank at the right.

WORD BANK ASPERSIONS ASPIRATION AVIDLY CALVARY CARTE BLANCHE COMMUNIST COMPANERO CUECAS DIATRIBE EMANCIPATING EMULATING EUPHORIC FATALISTIC FLORID HIATUS IDYLLIC IGNOMINIOUS IMBUED INVETERATE IRIDESCENT LURED MATE MIASMAS NATIONALIST PHYSIOGNOMY PROLETARIAT PROVISIONALLY QUECHUA REVELATION SPONTANEITY STOICAL STRATOSPHERIC TRANSCENDENT VORACIOUSLY

The Motorcycle Diaries: Journal Entries As you read the assigned stories in the novel The Motorcycle Diaries, you will be required to keep journal entries on the following questions on your class blog. Remember, you can use images, audio, and video that is not copyrighted in order to emphasize your blog entries. Do not lose this sheet, you will not be provided with another one. You are responsible for checking off each assignment as you have completed it. I will collect this sheet while you work on the WebQuest for a mid-point check and after we discuss the last page of the book for a final grade. Your journal entries should be at least two typed paragraphs. Three additional topics will be assigned in class for credit.

Complete

Entry

Journal Assignment

South America

Reflect on what you learned about South America in class. Refer to your KWL Chart for help in writing your entry.

Trip Itinerary

At the end of Senior year, if you had the opportunity to take the trip of a lifetime where would you go? What type of transportation would you use to travel to your destination(s)? Who would you take with you as your travel companion(s)? Post your travel itinerary. You can use Google Earth or Google Maps to chart your journey.

Letters Home

Write a letter home to your loved ones. Why did you choose to write to this person? Why have you chosen to share the information you have? Have you hidden information from them? Why?

From One Country

What does Ernesto mean when he writes, “...as friendly as people could be from worlds as different as ours at that particular moment in our lives.” Page 67

Supplemental Reading

Choose one supplemental text from our class discussions. Reflect on the connections we made in class. Discuss the social and cultural context of the text in relation to Ernesto’s viewpoint.

The Photographer

Select one photograph from the center of the text. Based on the image, what is happening in the picture? Write a brief account from the photographer’s standpoint as to what the picture is trying to say to the viewer.

The Revolutionary

What transforms Ernesto into the revolutionary “Che”? How is this depicted at the end of the film version? How does the visual representation influence the viewers interpretation of the book?

Grade: ________ Out of 100

“The Heights of Machu Picchu” Cantos XII by Pablo Neruda Sube a nacer conmigo, hermano.

Come up, brother, and be born with me.

Dame la mano desde la profunda zona de tu dolor diseminado. No volverás, del fondo de las rocas. No volverás del tiempo subterráneo. No volverá tu voz endurecida. No volverás tus ojos taladrados. Mírame desde el fondo de la tierra, labrador, tejedor, pastor callado: domador de guanacos tutelares: albañil del andamio desafiado: aguador de las lágrimas andinas: joyero de los dedos machacados: agricultor temblando en la semilla: alfarero en tu greda derramado: traed la copa de esta nueva vida vuestros viejos dolores enterrados.

Give me your hand from the deepest reaches of your disseminated pain. You won’t be returning from the depths of the rock. You won’t be returning from subterranean time. Your hardened voice will not be coming back. Your drilled-out eyes will not be coming back. Look up at me from the bottom of the earth, silenced weaver, laborer, shepherd: tender of the guardian guanacos: mason of the death-defying walkway: water-carrier of the Andes’ tears: jeweler of the crushed fingers: farmer trembling inside the seed: potter poured out into your clay: bring to the cup of this new life all your old buried sufferings.

Mostradme vuestra sangre y vuestro surco, decidme: aquí fui castigado, porque la joya no brilló o la tierra no entregó a tiempo la piedra o el grano: señaladme la piedra en que caístes y la madera en que os crucificaron, encendedme los viejos pedernales, las viejas lámparas, los látigos pegados a través de los siglos en las llagas y las hachas de brillo ensangretado. Yo vengo a hablar por vuestra boca muerta. A través de la tierra juntad todos los silenciosos labios derramados y desde el fondo habladme toda esta larga noche como si yo estuviera con vosotros anclado, contadme todo, cadena a cadena, eslabón a eslabón, y paso a paso, afilad los cuchillos que guardasteis, ponedlos en mi pecho y en mi mano, como un río de rayos amarillos, como un río de tigres enterrados, y dejadme llorar, horas, días, años, edades ciegas, siglos estelares.

Show me your blood and your furrowed face, talk to me: here’s the place I was punished because the gem didn’t shine or the earth didn’t deliver the stone or the grain on time: point out to me the rocks where you fell and the timber where you were crucified, strike the fire of the ancient flint, light the old lamps in me, the lashing whips leaving their scars in your flesh across the centuries and the gleaming axes stained with blood. I come to speak through your dead mouth. Bring together from across the earth the lips spilled into silence and out of the depths speak to me all night long as if we were shackled together, tell me everything, chain by chain, link by link and step by step, sharpen the knives you kept, put them in my chest and in my hand, like a river of yellow lightning, like a river of buried tigers, and let my tears flow, hours, days, years, through sightless ages, starry centuries.

Dadme el silencia el aqua, la esperanza.

Give me your silence, water, hope.

Dadme la lucha, el hierro, los volcanes.

Give me your struggle, iron, volcanoes.

Apegadme los cuerpos como imanes.

Fasten your bodies to min like magnets.

Acudid a mis venas y a mi boca.

Enter my veins and my mouth.

Hablad por mis palabras y mi sangre.

Speak through my words and my blood.

Excerpt from Inés of My Soul by Isabel Allende

Valdivia traveled to Panama by land, and from there in 1537, along with four hundred soldiers, sailed to Peru. The journey took a couple of months, and when he reached his destination the Indians’ uprising had already been subdued by the opportune arrival of Diego de Almagro, who had returned from Chile in time to join his forces with those of Francisco Pizarro. Almagro had crossed icy peaks in his advance towards the south; he had survived incredible hardships and had returned across the hottest desert on the planet, a ruined man. His expedition to Chile had reached the Bío-Bío, the same river along which the Incas, seventy years before, had retreated when they had unsuccessfully tried to take the land of the Indians of the south, the Mapuche. The Incas, like Almagro and his men, had been stopped by these warring people. Mapu-ché, “people of the earth”, they call themselves, although now they are called Araucanos, a more sonorous name given them by the poet Alonso de Ercilla y Zúñiga, who took it from who knows where – perhaps from Arauco, an area farther to the south. I intend to call them Mapuche – the word has no plural in my language – until I die, since that is how they call themselves. It does not seem just that their name was changed only to make it easier to rhyme: araucano, costellano, hermano, cristiano, and on and on for three hundred quartos. Alonso was a runny-nosed boy living in Madrid when we first Spaniards fought on this soil. He came to the conquest of Chile a little late, but his verses will tell the epic story through the centuries. When there is nothing left of the spirited founders of Chile, not even the dust of our bones, they will remember us through the work of that young man who, in his eagerness to make his lines rhyme, is not always faithful to the facts. Furthermore, he does not always present us in the best light. I fear that many of his admirers will have a slightly erroneous impression of what the war on Araucanía was. Ercilla accuses the Spaniards of cruelty and an excessive hunger for wealth, while he exalts the Mapuche, to whom he attributes qualities of bravery, nobility, chivalry, a spirit of justice, and even tenderness with their women. I believe I know them better than Alonso because I spent forty years defending what we founded in Chile, and he was here for only a few months. I admire the Mapuche for their courage and their deep love of their land… they do not know greed. Gold, land, titles, honors, none of those things interests them. They have no roof but the sky, no bed other than moss. They roam free through the forest, hair streaming in the wind, galloping the horses they have stolen from us. Another virtue I celebrate is that they keep their word. It is not they who break pacts, but we. In times of war they attack by surprise, but not in betrayal, and in times of peace they honor their accords. Before we came they knew nothing of torture, and they respected their prisoners of war. Their worst punishment is exile, banishment from the family and the tribe. That is more feared than death. Serious crimes are paid for with swift execution. The condemned man digs his own grave, into which he throws small sticks and stones as he names the beings he wants to accompany him to the next world. When he has finished, he is dealt a fatal blow to the skull. I am amazed by the power of Alonso’s verses, which invent history and defy and conquer oblivion. Words that do not rhyme, like mine, do not have the authority of poetry, but in any case I am obliged to relate my version of events in order to leave an account of the labors we women have contributed in Chile; they tend to be overlooked by the chroniclers, however informed they may be. At least you, Isabel, must know the truth, for though you are not the child of my blood, you are the child of my heart. I suppose that statues of me will be erected in the plazas, and there will be streets and cities that bear my name, as there will be of Pedro de Valdivia and other conquistadors, but the hundreds of women who founded the towns while their men fought the wars will be forgotten.

Excerpt from “Martín Fierro” Argentinian Epic Poem by José Hernández

Singin’ I’m gonna die singin’ they’ll bury me and singin’ I’ll get to the feet of the Eternal Father. (Lines 31-34)

Cantando me he de morir cantando me han de enterrar, y cantando he de llegar al pie del Eterno Padre:

I won’t step to the side even if they come slashin’ my throat; I’m soft with the soft and tough with the tough, and in a tight spot no one ever see me flinch [ … ] (Lines 67-70)

No me hago al lao de la güeya aunque vengan degollando; con los blandos yo soy blando y soy duro con los duros y ninguno en un apuro me ha visto andar tutubiando.

I’m a gaucho, so you’ll know this is straight talk: [ … ] (Lines 79-80)

Soy gaucho, y entiendanló como mi lengua lo explica,

My joy is to live as free as the bird in the sky; I make no nest in this earth where there is so much suffering (Lines 91-94)

ande hay tanto que sufrir; Mi gloria es vivir tan libre como el pájaro del cielo; no hago nido en este suelo,

Ever since I was a kid I earned my own way with my work, and even though I’ve always been at the bottom and don’t know what is to be on top. (Lines 973-976)

Dende chiquito gané la vida con mi trabajo, y aunque siempre estuve abajo y no sé lo que es subir,

The Motorcycle Diaries Final Project

Option A In a well constructed, five paragraph, thesis driven essay explain three ways that Ernesto “Che” Guevara’s trip through Latin America in his early twenties shaped the Cuban Revolutionary he would become. Remember to include textual support in your response.

Option B Watch the film version of “The Motorcycle Diaries” in its entirety. Construct a five paragraph essay which considers the following: How does the film visually represent Ernesto “Che” Guevara’s written words? Were the actors appropriately cast in their roles? Why or why not? Comment on the soundtrack of the film. Did it aid or assist the emotional impact of the visual imagery? If you were the director, would you change anything about the film? Why or why not?

Option C Construct a board game that follows the travels of Ernesto “Che” Guevara and Alberto Granado. Consider classic successful games such as Monopoly and Life in your preliminary research. You may work with a partner on this assignment; however, you must present a sketch idea of your game to me in advance for pre-approval. Remember, your game should display a careful and critical comprehension of the text with a higher order of thinking. You must prove to me that you have read the text in its entirety and have a firm understanding of the major themes.