Created by: Mariah DaMoude
Title of novel: Pobre Ana
Author of novel: Blaine Ray
Level: Novice: Level 1
Brief summary of the novel: Ana is a teenage girl from the United States who thinks her life is terrible because her friends families can afford expensive clothes, and Ana thinks her parents yell at her a lot. One day in class, she learns of an opportunity to study in Mexico. She goes to Mexico and returns with a new perspective.
Topics: family, age, friends, likes and dislikes, daily routines
Cultural Contexts: family relationships, teen activities, daily life in Mexico
Themes: friendship, appreciation via travel, gratefulness
Pre-reading activities: Teacher shows a PowerPoint of student submitted photos of families (can be actual pictures or just funny fake families they come up with). Teacher will PQA the PowerPoint and highlight relationship, age, profession, physical characteristics, and interests.
Enrichment activities while reading: 4 corners activity with le gusta, le gusta mucho, no le gusta, and no le gusta nada on each paper put around the room. Ask different questions from the previous PQA activity with student families as well as questions about Ana from the novel.
Pick a student in the room and do a Venn Diagram between Ana and the student.
Example: los dos son estudiantes, Ana tiene pelo castaño pero _______ tiene el pelo _______.
Post-reading activities: Play the “Table Race” Game.
Directions: Students are divided into 2 teams and there are 2 tables side by side at one end of the classroom. Each table contains the same amount of notecards with the same words written on them. (For example: Ana, México, castaño, ojos nuevos, etc.). Two students from each team sit in chairs side by side a distance from the tables. The teacher explains in the target language the word on the notecard that she/he wants the students to run and grab. (“Ana no tiene veinte años, tiene _____ años.) The pair of students on each team are able to agree on what note card they are going to look for quietly so the other team pair does not hear them. The teacher then counts a la una, dos, tres. On 3 the students stand up and race to their designated table to look for the correct note card. The first team to place the correct note card in the basket the teacher is holding in his/her hand wins the point. Two new students from each team then go up in the chairs and take a turn.
Breakout EDU Game:
BEFORE YOU BEGIN:
This BreakoutEDU game was created to follow the novel “Pobre Ana” by Blaine Ray. Before solving this game, your students will need to read the novel so the clues make sense.
This game is designed for Level 1 students.
SUPPLIES, LOCKS & COMBINATIONS –
BreakoutEDU Kits can be purchased at www.breakoutedu.com. Virtual Breakouts can be created using the BreakoutEdu app.
Large BreakoutEDU Box:
- Hasp
- 5 letter lock – __ __ __ __ __
- 4 letter lock – __ __ __ __
- 4 digit number lock – __ __ __ __
- Directional lock – __ __ __ __ __ __
- Key lock
Small Breakout Box
- Locked with 3 digit number lock __ __ __
- Key inside
- UV light inside
- Puzzle pieces
UV pen and blacklight flashlights
HINTS:
Students work in groups of 5 – 6. Each group works on the clues and writes down their solutions on the Group Ticket. The first group to open the box is the winner! But if they have an incorrect solution, they cannot just randomly try combinations. They must re-check their work. Close up all the locks so the next group can try.
Clues are identified by the BreakoutEDU logo.
Once locks are opened, have students place them in the “Parking Lot” (a special location specifically for the locks) or hand them to the teacher to avoid accidental resets of the combos.
THE STORY: Every good game needs a story. (review the novel, change the ending, parallel story)
Step 1: Read aloud to students to lead into activity.
¿Después de leer “Pobre Ana” tienes la información necesaria para completar esta actividad? Vamos a ver. En sus grupos van a demostrar su habilidad por buscar claves y, por fin, abrir la caja. Hay un premio dentro de la caja. ¿Listos? Buena suerte.
GAME FLOW TEMPLATE:
How will students find the codes to open the keys that open the lockbox?
| . | Puzzle 1:
5 letter lock which is the last name Perez. It is Ricardo’s last name. Post the following paragraph as a clue card. |
Puzzle 2:
4 letter lock which is the word casa. Post the following paragraph as a clue card |
Puzzle 3:
4 digit lock which is 1522 (15 being the age of Ana and 2-the number of friends she has in the United States being Ana and Elsa and the other 2 being the number of good friends in Mexico which are Ricardo and Patricia) |
| Puzzle 4:
5 letter lock which is the letters LYAIE |
Puzzle 5:
3 digit number which is 600 being the time that Ana left Mexico for the United States which is stated on the first page of Chapter 7. |
Puzzle 6: | Puzzle 7: |
SETUP INSTRUCTIONS: Describe the steps needed to help the teacher set up the game.
| Steps | |
| 1 | Set all the locks according to the 5 codes listed above. Place candy or a prize in the box they are going to unlock to get the prize. |
| 2 | Create the clues to be posted on the walls. Maybe have several sets depending on the size of your classroom/class. |
| 3 | Decide how you will divide the teams. |
| 4 | Establish the rules that need to be shared with the student ahead of time and post them on the board/SmartBoard. |
| 5 | Have novels accessible for one of the clues. |
| 6 | Have a copy of the first statement you will read that leads into the breakout activity. |
| 7 | Perhaps review some vocabulary before beginning with gestures, etc. |
| 8 | |
| 9 | |
| 10 |
El nuevo Houdini by Carol Gaab
Focus on Reading 