How the Garcia Girls Lost Their Accent

Written by Julia Alvarez, who was also raised in the Dominican Republic, How the Garcia Girls Lost Their Accent, is the story of four young girls who must flee to the United States. The book tells of their assimilation into the American culture, while they long for the land they left behind. This book won the PEN Oakland/Josephine Miles Award, was selected a Notable Book by the New York Times, and was an American Library Association Notable Book.

OVERVIEW:

This unit will discuss the history and geography of the Dominican Republic, especially the era of dictators. It will also discuss the problems and issues facing immigrants to the United States.

DISCLAIMERS and OTHER IMPORTANT NOTES:

I have designed this unit to use with my Spanish III or IV class. I would not typically spend all 90 minutes of the block schedule working on this piece of literature. These lesson plans would be used in conjunction with other activities or other mini-units. This unit could easily be paired with family or city vs. country life.

Day One:

Ask students what they know about the Dominican Republic. Find it on the map. What is the capital? What country shares the island of Hispanola with it? Who discovered it? Who are some famous Dominicans? What are some exports from the country? Where in the United States can one find a large population of Dominicans? Read the first chapter (Antojos, pgs. 3-23) of the book, How the Garcia Girls Lost Their Accent, aloud as a class.
Assignment: Read pgs. 3-67 ("Antojos," "The Kiss," "The Four Girls"); complete a DIA sheet *Click for an explanation

Day Two:

Discuss the chapters. What do the students think about the story beginning and progressing backwards? Review vocabulary related to geography. Study the geography of the Dominican Republic. Complete a map of the island. Study the history of the Dominican Republic and create a timeline.
Assignment: Read pgs. 68-103 ("Joe," "The Rudy Elmenhurst Story"); complete a DIA sheet

Day Three:

Listen to Caribbean music and dance.
Assignment: Read pgs. 107-165 ("A Regular Revolution," "Trespass"); complete a DIA sheet

Day Four:

Read aloud the children's book, El Beisbol. Read about Sammy Sosa. List some baseball vocabulary. Play baseball.
Assignment: Read pgs. 166-191 ("Snow," "Floor Show"); complete a DIA sheet

Day Five:

Have student research a famous Latin American or Spanish dictator. (Some might include Francisco Franco, Juan Peron, or Augustin Pinochet.) Students should prepare an overview of the history of the dictator's rule. Give a speech as the dictator before he took power persuading the people to support him. As a class, create a list of common traits the dictators had. (These events might take two or three days to research and prepare.)
Assignment: Read pgs. 195-224 ("The Blood of the Conquistadores"); complete a DIA sheet

Day Six:

Read "The Mother," pg. 21 in the book, YO, also by Julia Alvarez. This is the mother's perspective of the Yolanda in the closet. How does this chapter change your perspective of what happened? Journal: Imagine you had to flee for your life tomorrow. If you could only take one suitcase, what would you pack and why?
Assignment: Read pgs. 225-255 ("The Human Body," "Still Lives"); complete a DIA sheet

Day Seven:

Draw a picture of what you imagine the Garcia’s house or the Dominican Republic looks like.
Assignment: Read pgs. 256-end ("An American Surprise," "The Drum"); complete a DIA sheet

Day Eight:

Do a math worksheet related to events in the book. Due to some problems that will need to be looked up, this will require a trip to the library.

From the North Carolina Standard Course of Study
Second Language Competencies
Level IV:
1.02 Ask and answer open-ended questions to seek and provide information and clarify meaning.
2.01 Demonstrate understanding of oral and written materials without complete reliance on formally learned vocabulary and structures.
2.04 Interpret and analyze main ideas and supporting details from longer oral passages from the target culture or from materials being studied in another class.
3.01 Compose narrations and detailed descriptions in present, past, and future time orally and in writing.
3.05 Explain a complex process incorporating detailed instructions.
4.04 Analyze and discuss historical and contemporary literature and the arts in order to understand the cultural practices and perspectives of the people of the target cultures.
4.05 Evaluate the impact of influential people and events, and their contributions to the global community.
6.04 Transfer information acquired in the foreign language class for use in other disciplines.
7.03 Visit places in person or via technology which provide opportunities to use the target and/or experience the target cultures.
7.06 View, listen to, and read various forms of media that utilize the target language and reflect the target cultures.

English Language Arts Competencies:
English I:
* Goal 5 The learner will demonstrate understanding of various literary genres, concepts, elements, and terms.
English II:
* Goal 1 The learner will react to and reflect upon print and non-print text and personal experiences by examining situations from both subjective and objective perspectives.
* Goal 2.01 Create responses that evaluate problems and offer solutions to a reader/listener
* Goal 5 The learner will demonstrate understanding of selected world literature through interpretation and analysis.
English III:
* Goal 2 The learner will inform an audience by using a variety of media to research and explain insights into language and culture.

This unit was created by Julie Dudgeon for ENGL 517 (Western Carolina University) and Dr. Mary Warner
Summer 2002

A DIA sheet is an adaption of an idea created by Dr. James Nicholl, professor of English at Western Carolina University. His idea, which is used in several classes, is called a FIT. Students get credit for finding one Fact, developing one Interpretation, and creating one Tie-in to personal experience. It is a simple assignment that encourages student participation, thought, and completion of the reading assignment.