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1. Unit four: barrio boy Autobiography: Ernesto Galarza 1971 P:175

2. Introduction Ernesto Galarza’s autobiography,  Barrio Boy,  shares his experiences as an immigrant child in Sacramento, CA. At school, he not only learned to read, write, and speak English, but he also learned what it meant to be an American citizen. What moments in his childhood had the greatest impact on Ernesto?

3. Introduction Ernesto Galarza (1905–1984) was a Mexican American union leader, activist, professor, and writer who spent most of his life fighting for the rights of farm workers. In  Barrio Boy,  Galarza tells the story of how he immigrated to California and entered the public school system. He explains the challenges he faced as a student, including learning a new language and adjusting to an unfamiliar culture. This excerpt is about Galarza’s first day in an American school.

4. Comprehension Questions 1. What has Lincoln School done to make it easier for immigrant students like Ernesto to enroll? Cite specific evidence from paragraphs 3 and 4. (There was always an interpreter, and the signs were in Spanish and English.) 2. How does Miss Ryan help Ernesto overcome his fears of “tall, energetic teachers”? (She has a radiant face, is patient, celebrates success, and gives support to her students.)

5. 3. What was the main reason Ernesto graduated with honors from first grade? Answer:(He fell in love with Miss Ryan.) 4. In paragraph 16, why did Miss Hopley and the teachers never let the children forget why they were at Lincoln School? Answer:( They wanted the immigrant children “to become good Americans” and the American children to accept these “newcomers” for who they were.) 5. In paragraph 17, what did making the children into Americans mean at Lincoln School? Answer:( It meant making the children into proud Americans without “scrubbing away what made . . . [them] originally foreign.”)

6. The following sentence (Paragraph 7) adds to the development of the text mainly: Almost tiptoeing across the office, I maneuvered myself to keep my mother between me and the gringo lady. A. Showing that Miss Hopley, the gringo lady, is tall and frightening in appearance. B. Offering readers an example of the narrator’s quick reflexes. C. reminding the reader that the narrator is young and nervous D. suggesting to the reader the narrator’s fear of authority What does the following passage reveal about Miss Hopley (Paragraph 8)? Then Miss Hopley did a formidable thing. She stood up. Had she been standing when we entered she would have seemed tall. But rising from her chair she soared. And what she carried up and up with her was a buxom superstructure, firm shoulders, a straight sharp nose, full cheeks slightly molded by a curved line along the nostrils, thin lips that moved like steel springs, and a high forehead topped by hair gathered in a bun. Miss Hopley was not a giant in body but when she mobilized it to a standing position she seemed a match for giants. I decided I liked her. A. Miss Hopley dislikes Ernesto. B. Ernesto is impressed by Miss Hopley. C. Ernesto dislikes Miss Hopley. D. Miss Hopley gives an impressive and welcoming speech.

7. What information mainly does the following passage reveal (Paragraph 12)? Miss Ryan took me to a seat at the front of the room, into which I shrank— the better to survey her. She was, too skinny, somewhat runty me, of a withering height when she patrolled the class. And when I least expected it, there she was, crouching by my desk, her blond radiant face level with mine, her voice patiently maneuvering me over the awful idiocies of the English language. A. The narrator is anxious in Miss Ryan’s presence. B. Miss Ryan thinks the narrator is an exceptional student. C. Miss Ryan is more than six feet tall. D. The narrator dislikes Miss Ryan trying to explain the “idiocies” of English. Which of the following inferences about the narrator is best supported by the first paragraph of the excerpt? The two of us walked south on Fifth Street one morning to the corner of Q Street and turned right. Half of the block was occupied by the Lincoln School. It was a three-story wooden building, with two wings that gave it the shape of a double-T connected by a central hall. It was a new building, painted yellow, with a shingled roof that was not like the red tile of the school in Mazatlán. I noticed other differences, none of them very reassuring. A. The narrator and his mother had to walk a long way to get to the school. B. The narrator has just started noticing the architecture of the United States. C. The narrator is worried at first about his new school due to its unfamiliarity. D. The narrator is excited by the look of the school, with its new, yellow building.

8. 10. Which is most likely the narrator’s reason for interrupting Miss Ryan in the following passage? When we came to know each other better, I tried interrupting to tell Miss Ryan how we said it in Spanish. It didn’t work. A. The narrator would like to be a teacher. B. The narrator prefers Spanish words to English and would like to show Miss Ryan why. C. The narrator wants to impress Miss Ryan with words he knows that she does not. D. Miss Ryan asked Ernesto to teach her Spanish.

9. Think Questions Ernesto feels nervous about starting a new school. He compares the shingled roof of his new school to the red tile of his old school. He looks for similarities between the schools but notices “differences, none of them very reassuring.” In paragraph 7, Ernesto catches the “friendliness of her voice,” although he doesn’t understand her. When she stands up, in paragraph 8, Ernesto decides that he likes her, for her statuesque body “seemed a match for giants.”

10. 3. By the end of the text, Ernesto feels at home in his new school. He says in paragraph 17 that the teachers at Lincoln understood that “making us into Americans did not mean scrubbing away what made us originally foreign.” 4. The word  wonder  means “a feeling of admiration.” The author says, “[Ms. Ryan] burst into happy announcements . . . while the class listened in wonder.” That makes me think that the class admires their classmates’ growth.  5. Based on the context clues that Miss Hopley stood up from a seated position and that what she “mobilized” was her body, the definition of “mobilized” is “to put into motion.”

11. Vocabulary words 1. assured: to guarantee something 2. formidable: causing fear or dread; intimidating 3. mobilized: to put into movement 4.Interpreter: someone who translates conversations between people who speak different languages 5. secure: free from fear or doubt, safe, comfortable 6. wonder: a feeling of amazement or admiration