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Centro Teaching Guide Clemente Soto Velez

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Centro Teaching Guide Clemente Soto Velez Mercado, June 2012 Centro Teaching Guide Clemente Soto Velez: A Revolutionary Poet Developed by Carmen I. Mercado (revised 03/03/2013) 1 Mercado, June 2012 This teaching guide focuses on the life and work of Clemente Soto Vélez. It is one in a series of teaching guides on Puerto Ricans in the United States, sometimes referred to as Puerto Ricans in the Diaspora. It is published by The Center for Puerto Rican Studies/Centro in the interest of creating teaching resources that are designed to promote a better understanding of the cultural, intellectual and economic contributions of U.S. Puerto Ricans. To that end, this guide contains: Background information on Clemente Soto Vélez (1905-1993). An interdisciplinary, standards-based instructional unit that aligns with the new Core Standards and that may extend over a week or longer. Teaching resources that include primary and secondary sources accessible at Centro’s website and in its library and archival collection, including manuscripts, newspaper articles, photographs, audio recordings, film and video; and recommended readings appropriate for young adults are available through CUNY inter-library loans, the NYPL holdings and local bookstores. Formative assessments or oral and written responses to prompts enable teachers to gauge their teaching effectiveness through students’ comments during and after each session and that allows teachers to make timely adjustments. Summative assessments enable teachers to evaluate both anticipated and unanticipated learning outcomes at the conclusion of this unit. It is expected that knowledge of the history and contributions of U.S. Puerto Ricans should, over time, creates consciousness of the value of education, and the written and spoken word in particular, to improve the quality of life of U.S. Puerto Ricans. Two essential questions guide this unit: (1) Does studying about the life and work of Clemente Soto Velez inspire new appreciation for the value of the written and spoken word, and education, in the struggle for social and economic justice and self-determination? (2) Does studying about the life and work of Clemente Soto Velez change how we view our responsibilities as members of our school community and the communities where we live? References of instructional resources available in print or online by and about Clemente Soto Velez. These resources are organized into 4 sections: (a) Books 2 Mercado, June 2012 authored or edited by the individual; (b) Web-based resources; (c) Chapters in books, articles, book reviews; and (d) Archival collections containing resources on featured Puerto Ricans. There are sufficient examples in each category to enable teachers to select those resources that most closely fit their instructional goals and teaching styles. Learning Outcomes for Activities 1-2 Students are expected to meet appropriate objectives for Literacy in Social Studies, Science and Technical Subjects as specified in the NYS Common Core English Language Arts Standards, Grades 6-12. Student work over time is the best indicator of whether students exceed, meet, or fall short of expected outcomes. It is recommended that teachers collaborate with students on the development of rubrics all agree serve as fair and valid indicators of what students understand and are able to do. In effect, participating in creating rubrics will assist students to be in control of their learning, as Clemente advocates. Changes in students’ understandings, reasoning and motivation are best appreciated when the products of each lesson are organized into a unit portfolio that may stand alone and combined with (and compared to) student work obtained from other teaching guides, or that have been completed during the school year. Specifically, students are expected to: Provide evidence for thoughtful reading and drawing warranted conclusions from a range of texts of varying genres and increasing levels of intellectual and linguistic complexity, such as historical documents, personal essays, poetry, speeches, opinion pieces, power points, films produced for a broad audience/readership. Write routinely in response to prompts that have a specific purpose, such as to comment on and raise questions about instructional content and procedures, and to explain how Clemente Soto Velez’s life experiences shaped what and how he wrote. Emphasis will be on how well students integrate and evaluate 3 Mercado, June 2012 information presented in diverse formats and media (e.g., in print, online, film), with written and verbal feedback. Produce a well-documented and coherent final persuasive essay, (1-2 typed pages, 12 pt font, 1” margins) in response to one of two essential questions (See curriculum Map). The teacher will guide this writing through examples modeled in class (e.g., timeline, essay organizer, drafts of select essays). Although the rubric for determining the extent to which the essay exceeds, meets or falls short of meeting assignment requirements and established conventions for language use will be developed in collaboration with students, essays students are expected to use evidence from the film, primary and secondary documents and class discussions to support their thesis/argument in a coherent, well- documented and interesting manner appropriate to a given or self-selected audience. Students have a choice of essay questions for this summative assessment. A Curriculum Map for Middle and Secondary Schools (grades 6-12) Essential Enduring Formative Summative Questions Understandings Assessments Assessments Within/across the unit Does studying Understanding that Prompts: Write a coherent 2-3 about the life and studying the life of -Explain to your page essay that work of Clemente “revolutionary poet” principal why you integrates knowledge Soto Velez inspire Clemente Soto Velez in believe that the life of and ideas from at new appreciation Puerto Rico and in New Clemente Soto Velez least 3 different for the value of the York: (a) inspires new is worthy of study. sources to explain: 4 Mercado, June 2012 written and spoken appreciations for the You may begin or word in the struggle value of the written and close your statement Choice 1 for social and spoken word in the by acknowledging -How learning about economic justice struggle for social and that you had little, if the life and writings of and self- economic justice and any knowledge of this Clemente Soto Velez determination? self-determination; and Puerto Rican poet made you think (b) contributes to a new prior to this unit. differently about… sense of civic pride and -Your Puerto Rican Does studying responsibility. -Explain to your heritage? OR about the life and family what you are -The “Puerto Rican work of Clemente learning about the life community” Soto Velez change and works of -What tools and how we view our revolutionary Puerto resources will you responsibilities as Rican poet Clemente use again to learn members of our Soto Velez and how more about Clemente school community this is changing you. Soto Velez? and the communities where . Choice 2 we live? Write a coherent essay explaining how has this unit has changed how you see and think about the value and purpose of education. 5 Mercado, June 2012 Background Information Key Facts Clemente Soto-Velez was born in Lares, Puerto Rico in 1905 and attended school on at a time when Puerto Rican children were required to pledge allegiance to the flag of the United States. Clemente co-founded "El Atalaya de los Dioses," which transformed into a revolutionary literary movement known as el Atalayismo connecting the literary world to political action or the written word to social change. Life experiences inspired Clemente to “strip ignorance of its power”, using the power of the word to awaken critical consciousness. Clemente became a leader in the Nationalist Movement led by Pedro Albizu Campos, and in 1936 he along with Albizu and other militants in Puerto Rico was sentenced to prison time; he sentenced twice. On his second release, Federal agents took him to New York and warned him never to return to the island by threat of death. Clemente established residence in New York in 1942, where he worked as a community organizer. He secured the support of Congressman Vito Marcantonio to create spaces where people could gather, learn and plan community activism. Clemente took under his wings Puerto Rican artists, educators, and writers in their formative years like Pedro Pietri, Tato Laviera, Sandra Maria Esteves, mentoring and nurturing them through their early years. In the in80’s Clemente returned to Puerto Rico in poor health, where he died in 1993. After his passing, the Clemente Soto Velez Cultural Center was established in the Lower East Side, in his honor. 6 Mercado, June 2012 Learning about Clemente Soto Velez from Viewing and Discussing the Centro Film, Clemente Soto Velez: A Revolt of Letters 1. Build students’ knowledge and provide a motive for learning. Introduce the unit on Clemente Soto Velez by viewing Caballo Blanco (1959) a 5-min musical video on You Tube, as interpreted by Roy Brown and Aires Bucaneros: file://localhost/(http/::www.youtube.com:watch%3Fv=6lwYtHwEzYM). Allow the video to introduce Clemente Soto Velez through words, images, and music. Introduce the next four sessions: “We will be viewing a film that introduces us to Clemente Soto Velez through the eyes of those who knew him best, among them his granddaughter Ana Soto Canino, poets Louis Reyes Rivera, Roy Brown, Tato Laviera, Mari-Thelma Costa, Pedro Lopez Adorno, and historians Gerald Meyer and Orlando Hernandez. Prepare a semantic web with Soto Velez in the center and 4 spokes to write a few words describing who these individuals are and their relationship to Soto Velez. Emphasize that students will learn about Soto Velez comes from the people who knew and loved him. Ask if anyone has heard about or read the writings of Clemente Soto Velez, charting students’ contributions including both conceptions and misconceptions.
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