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Problematic Situation
PURPOSE OF STRATEGY
The problematic situation is designed to help students understand immigration.
Use this strategy just before reading chapter four, "Gonzalo," which deals with
some of the difficulties of immigrating. By asking them to imagine leaving behind
their familiar lives and cultures, the strategy helps students understand what some
of the characters in the book have experienced. This strategy is an opportunity for
them to think carefully about their lives and better understand the context of Seedfolks.
DIRECTIONS:
Step One: Introduce the Situation
Explain to students that you want them to imagine themselves in the situation you are about
to read. Read the paragraph at the top of the provided handout and then tell the students
they will respond to the questions on the handout as though they were in this situation.
Encourage them to respond thoughtfully and remind them to answer the question "Why?" when
it appears.
Step Two: Distribute and Complete the Handout
Allow students 6-8 minutes to complete the
handout individually.
Step Three: Discuss the Handout
Discuss the students' responses. Ask them to share the choices they made
and explain why they made their choices. Ask them if they know anyone who
has had an experience like this. Was it (or would it be) difficult? What
are the things that would make it difficult? Have a student reread the paragraph
on the handout and then ask students, if their parents gave them a choice, would
they immigrate? Discuss the pros and cons.
Step Four: Read "Gonzalo," Chapter Four
Assign students to read silently or read aloud as a class.
Step Five: Discuss the Text
If reading aloud as a class, discuss some of the examples you find of the
difficulties students mentioned. Some examples may be language (p. 13, 14, 16),
job skills (p.13), new culture (p. 14). Ask students to recall the difficulties
some of the previous characters have experienced and remind them to look for more
immigration experiences in the novel.
ASSESSMENT
Students complete an assignment that allows them to continue this exploration of immigration.
Students complete a journal entry elaborating the importance of one of their answers on the
handout. Their journal entry could also tell the story of someone they know (or their own
fictional character) who has immigrated. Or, students can write a poem with immigration as
the subject. They may also choose to write about the pros and cons of immigrating and if
and where they would immigrate if they had the chance.
Reading Strategies developed by
Amy Ferguson Hackworth
Fall 2000
for Dr. Sirpa Grierson, BYU | Page created by
Amy Ferguson Hackworth
Fall 2000
Last Updated
11 December, 2000
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