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Capítulo 1- La hija del sastre

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Teacher’s Guide

La hija

del sastre

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Antes de Leer: Hook Students with this Opening Activity:

It is hard for students who have always lived in a democracy to understand what it

was like for republican families during the Spanish Civil War. In order to hook students

from the beginning of the unit, it can be engaging to start with an opening activity. This

hook activity is written for levels three and four but could easily be modified for lower

level classes.

1. As students enter the classroom, hand them a bandana or if your budget is small, a

quarter sheet of black construction paper cut lengthwise works just as well.

2. When the class is seated and your attendance routine is finished, ask students to use the

blindfold to cover their eyes and then place hands over their ears. If students are using

construction paper, they are still able to hold the blindfold in place with their hands

over their ears. Tell them that they are to remain completely silent until you tell them

they may remove the blindfolds.

3. As the time passes, they will begin to get restless and will want to ask questions. It is

important that they remain completely silent.

4. After two minutes, when class is completely confused, ask students to remove their

blindfolds and uncover their ears. Explain to the class that what just happened was



only for a short period of time but many families in Spain during their civil war were

unable to express themselves for years.

Ex. «Durante la guerra civil española, las familias no podían escuchar la música que

querían, no podían expresar opiniones políticas diferentes de las del general Francisco

Franco. Los que no obedecían eran arrestados y muchas veces torturados o matados.»

5. At this point you will connect the experience to the unit. Let them know that you will

be studying the periods from pre-post Civil War in Spain. Explain that the Spanish

people were divided into the republicans, who were viewed as communists and the

fascist government, which was against social and economic reform. The people lived

with censorship and were afraid to disagree with the government because they could

lose their lives.

Ex. «Clase, vamos a estudiar la guerra civil española. Empezamos antes de la guerra y

terminamos el estudio con la monarquía constitucional que existe hoy en día en

España. Había dos grupos claves: los republicanos, considerados comunistas porque

querían igualdad para todos los ciudadanos; y el gobierno fascista que prefería clases

sociales y una aristocracia. ¿Qué significa comunista? ¿Hay países comunistas hoy

en día? ¿Qué significa clase social? ¿Hay clases sociales aquí? ¿Qué significa

aristocracia? ¿Hay una aristocracia en nuestra comunidad? Durante la guerra civil

española, la gente no tenía libertad. Vivían con la censura y si no estaban de acuerdo

con el gobierno, podían morir.»



Lectura: Capítulo 1 (These suggestions are applicable for all of the proceeding

chapters of the novel.)

The activities in this guide are meant not only to hold students

accountable to the reading, but to also provide additional comprehensible

input and deep discussion about the Spanish Civil War. This guide will

help you bring your students to a deeper level of understanding of the

target language and give you tools to help you and your students

discuss and contemplate the situation for many families during the civil

war in Spain and the 36 year dictatorship that followed.

I. Organization

The teacher’s guide is aligned with research concerning reading strategies.

Good readers:

1. Predict

2. Make connections between the

a) text and themselves,

b) text and other texts, and

c) text and the world around them

3. Visualize what they read

4. Reread

5. Use contextual clues to decipher unknown vocabulary

There are plenty of activities to help students become better readers.

Instill an interest in the topic, and steer students into conversations in

the target language about the events and the characters in the novel,

both before and during the reading of the chapters. Ensure students

know the essential vocabulary before reading the chapter.

More time should be spent on pre-reading activities than on post-reading

activities.

Slide Shows provide information and pictures of Spain and of the people

and events of the Spanish Civil War. These will help the text come alive



as students see pictures showing the reality of what they are reading

about in the novel and background readings.

II. Topics

This novel is based on the experiences of a fictional family but

demonstrates the issues that faced many Spanish families not only during

the war but throughout Franco’s dictatorship as well.

This novel has many very rich grammatical and cultural topics that would

fit into and enhance any level three-four curriculum:

1. The Spanish Civil War

2. The dictatorship of Francisco Franco

3. Daily life of a family in opposition of Franco

4. The use of the imperfect subjunctive

5. Expressing more complex emotions

6. Political exile

7. Comparisons and connections within cultures



Vocabulario: Capítulo 1 You may choose to pre-teach the following vocabulary.

This list is in the back of the novel for easy reference. abrir acababa acerca acercaba acostó de acuerdo afuera ahora algo alguien ansiedad armas arrestado arrestar aunque avergonzada ayudaba bastante buscaban buscar caminó cerca compañero condecorado confianza confiar conocida constante contra contuvo convicción convirtió corazón corrió creció cuidaba debemos

deber dejó derrumbó desde despertó despertar despierta detuvo dijo diremos dormirse durante eliminar entre era estaban estado estuvo fue fuera fuerte grave había hacia inquietud insomnio inteligente interior al lado levantó levantaba libertad llamaba llegaran llegaron llevar luchado

luchar menor menos miedo mientras moda muerte palpitaba peligro peligroso a pesar de pobres poder pondrá preocupaba preparados presentimiento principios proteger pusimos quedó quedaba quería querido quiero quiso de repente sabía saber saberlo sabes saltó sastre sastrería secreto sentía siguió

sintió sobre sobrevivir soldado sonido subió sufría suplicó taller tan tanta tenía trabajaban trató vendrá venganza vergüenza vivía voces votó ya



Lectura: Capítulo 1 (These suggestions are applicable for all of the proceeding

chapters of the novel.)

Use this time to discuss some of the topics you’ll encounter in

chapter one with your students. Provide your students with any

vocabulary needed for discussion by writing the vocabulary on the board

with a simple translation. Use the questions below as some ideas to get

the class started.

Note: For a successful discussion to take place, Students must be

engaged in the topic and they must be able to understand each message

within a conversation. It is the teacher’s responsibility to make sure that

everything that is being discussed is completely comprehensible to every

student. To aid comprehension, post words and their meanings on the

board, speak slowly, point to words as you say them and do frequent

comprehension checks.

Take time to stop and enjoy a moment chatting in Spanish rather

than rushing through to ‘finish’ a chapter or book. Joke and laugh a bit

when appropriate and stop to ponder and discuss a serious topic. Use

dramatic pauses or voice inflection to increase interest (just as you

would if you were reading a story to a young child or telling a story

around a campfire). Focus first on gaining student interest and second

on the “curriculum at hand.” And always be sensitive to those students

who may have difficulties going on in their lives. They may want to talk

about their families, what their home is like, or family members who have

served/are serving in a war. Remember to go SLOWLY and continually

check that students comprehend the discussion. For some really helpful

techniques in leading class discussions, you may wish to read ‘PQA in a

Wink’ by Ben Slavic, available at www.tprstorytelling.com



Antes de leer: Capítulo 1

Teacher’s Note: You might want to write the following structures on the

board as you ask the questions below. And don’t forget a map!

ha luchado, me sentí avergonzado(a)

1. ¿Alguien en tu familia ha luchado en una guerra?

2. ¿Has tenido miedo durante la noche? ¿De qué?

3. ¿Has dormido en el dormitorio de tus padres? ¿Te sentiste

avergonzado(a)?

4. ¿Has escuchado un secreto cuando nadie sabía que escuchabas?

5. ¿Has pasado una noche sin dormir? ¿Por qué?

6. ¿Tus padres te han dado una responsabilidad enorme?



Teatro del lector Capítulo 1 p. 4-5

Some parts of this novel lend themselves well to a “reader’s theater” type format. This activity increases student involvement and engagement in the reading. A small investment of time will pay big dividends in terms of language acquisition. Even if you invest no time, it still works! Make sure that all students have a copy of the text for this activity. We are providing you with a blackline master script for one scene to photocopy as well as a color-coded script which you may wish to print for your actors. Reader’s theater may be done in several different ways:

Teacher narrates the text as students act it out.

Small groups assign roles to each member and act out the selected text.

Small groups must act out specific scenes from the text.

Partners practice the dialogue together.

Students use the word cloud included on page 10 to create a dialogue based on what happened in the story.

Your actors will speak their lines. Coach them to get the right level of intensity/emotion. Either the teacher or a student may narrate. Don’t simply read, however. Ask LOTS of questions.



Characters: Emilia, Diana, Lorenzo, Narrator Scenes: Emilia’s bedroom, hallway, Lorenzo and Diana’s bedroom

Narrador: A pesar de su vergüenza, Emilia se levantó y caminó hacia el dormitorio de sus

padres. Estuvo a punto de abrir la puerta, pero se detuvo cuando escuchó voces

desde el interior del dormitorio.

The student playing Emilia should get up and walk toward the area designated as the parents’

bedroom.

Lorenzo: Voice should be a whisper because Lorenzo and his wife are discussing a secret. -

Diana, sabes que el día se acerca. Debemos decírselo a Emilia.

Narrador: Emilia escuchó lo que decía su padre. Emilia should mime listening at the door of her

parents’ room. It is hard to hear them because they are speaking in hushed voices.

Diana: – Pero querido, ya nos pusimos de acuerdo. No íbamos a decírselo a nadie.

Lorenzo: – Emilia tiene que saberlo. Ya no es una chica. Es una mujer fuerte e inteligente.

Amor, tú la necesitas.

Narrador: Emilia se quedó afuera de la puerta, escuchando la conversación con ansiedad.

«¿De qué estaban hablando?». Emilia’s expression should be a mix of confusion and

fear. She doesn’t’ understand what is going on behind the door. Escuchó a su madre

llorando y Emilia quiso llorar también. Su madre le suplicó a su padre:

Teatro del lector Capítulo 1 p. 4-5



Comprensión de la lectura: Capítulo 1

Answer Key

1. ¿Por qué se despertó Emilia?

Porque oyó un sonido fuerte fuera de su ventana.

2. ¿Quién es el papá de Emilia?

El capitán Lorenzo Matamoros

3. ¿Por qué fue Emilia conocida como “la hija del sastre”?

Cuando Franco se levantó en armas, su padre se convirtió en sastre

4. ¿Quiénes son los miembros de la familia de Emilia?

Sofía, la abuela, Camila, la hermana, Diana, la mamá y Lorenzo, el

papá

5. ¿Por qué vendrían los soldados buscando a Lorenzo?

Los fascistas querían eliminar a todos los soldados republicanos

6. ¿Por qué se sintió Emilia avergonzada?

Porque tenía mucho miedo y quería dormir con sus padres

7. ¿Qué escuchó Emilia cuando fue al dormitorio de sus padres?

Sus padres hablaban de un sótano secreto

8. ¿Por qué corrió Emilia a su dormitorio?

Porque Emilia oyó que uno de sus padres se levantó



Nombre __________________________

Prueba A: Capítulo 1

Contesta las siguientes preguntas con una frase completa.

1. Compara una noche cuando no podías dormir con la noche de Emilia.

2. Emilia ayuda a su padre en el taller. ¿Con qué ayudas a tus padres?

3. Los fascistas arrestaron a los republicanos porque no estaban de

acuerdo con Franco. ¿Cómo sería diferente la vida en los Estados

Unidos si tuviéramos un dictador?

4. ¿De qué hablaban los padres de Emilia en la cama? ¿Dónde hablas con

tus amigos cuando tienes un secreto y no quieres que nadie lo escuche?

Escoge la palabra correcta del banco:

se detuvo se levantó se convirtió se quedaba

5. Franco _______________ en armas en África.

6. Lorenzo ___________________ en el “sastre” Matamoros.

7. Emilia ________________________ despierta muchas noches.

8. Emilia _______________ cuando escuchó voces desde el interior del

dormitorio.

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