DSC vs VLf: two strategies to teaching felita Janet Kwok for H-370 Spring 2012

Developmental Studies Center (DSC) Core mission Developmental Studies Center (DSC) Voices of Love and Freedom (VLF) “Children need to be part of ‘a caring community of learners’—to experience being a valued, influential contributor to a group that is dedicated to the well being of all its members” “Dynamic, appealing and effective educational programs…inspire all students to become engaged, literate participants in a global society”

Developmental Studies Center (DSC) Felita in Context Developmental Studies Center (DSC) Voices of Love and Freedom (VLF) Brief history (1/3 page) of Puerto Rico Vocabulary: Warns about preparing students for the racial epithets in book; glossary of Spanish words in book Extensive history (3 pages) of Puerto Rico from indigenous peoples, to Spanish colonization, to American status, to Puerto Rican neighborhoods in New York Autobiographical basis of story (Mohr’s family experienced racial violence)

Developmental Studies Center (DSC) What is the focus of Felita? Developmental Studies Center (DSC) Voices of Love and Freedom (VLF) 13 “ideas suggested by the story” are presented as key takeaways for students “Some people cannot tolerate those who do not look and act like them.” “It’s easy to get caught up in stereotypes when you lack factual information.” “Our sense of identity can be partly based on our resemblance or lack of resemblance to others in our family.” “The help we receive during crises can remind us how many people care about us.” “sometimes it is safest, at least in the short term, to ignore people whose actions you don’t agree with.” “What choices do you have when you are involved in a conflict?” Connecting story to one’s own life Conflict resolution How does conflict escalate? Racial discrimination/prejudice Difference between anger and hatred Having pride in one’s heritage and family Appreciating racial identity, biculturalism

Developmental Studies Center (DSC) Activity focus Developmental Studies Center (DSC) Voices of Love and Freedom (VLF) Reader is directed towards a specific kind of lesson Chapter 7: “As a result of [what Felita has learned since the beginning of the story], what are some ways she might act differently in the future?” Readers speculate on characters’ motives: Chapter 5: “What might be some reasons for the way Gigi/Felita is acting?” Characters’ motives are used for discussion (“Do you agree?”) rather than comprehension Reader takes perspective of characters to understand Chapter 7: “Why do you think Felita and Abuelita make each other so happy?” Readers learn how conflict occur (and are averted): Chapter 5: “After each story is read, ask students to map how the conflict de-escalates, step by step…identify conflict-resolution strategies….” Characters’ motives are used for making personal connections strengthened by comprehension (“Does this change how you feel about Felita?”)