The Stolen Party

By Liliana Heker

16

17

No
School
MLK
D
ay

January 17-20
18

Vocab

19

Classism
in
Latin
A
merica

Constructed
Response

20

Classism
in
H
I:
Homelessness

Name: ____________________

This Packet Is Due Monday January 23

Lesson 1: Tuesday January 17

Learning
T
argets:
1.
2.
3.
4.

can

cite

several

pieces

of

text-based

evidence

to

support

an

analysis

of

a
text

(RL.7.1)
I

can

determine

the

central

idea

of

a
quote

and

analyze

its

development

(RL.7.2)
I

can

analyze

the

interactions

between

individuals,

events,

and

ideas

in

a
text

(RL.7.3)
I

can

use

context

to

clarify

the

meaning

of

unknown

words

(RL.7.4)

Do
N
ow:

identify
the
c
orrect
d
efinition
of
the
u
nderlined
term
based
on
c
ontext
clues.
1. Algebra
c
lass
is
s
o
boring
a
nd
s
eems
to
last

infinitely.

a. shortly

b. briefly
c. uninteresting
d. endlessly
2. Fran

rummaged
through
h
is
m
essy
d
rawer
to
find
h
is
lucky
s
ocks.
a. Cleaned
b. Tidied
c. Searched
for
d. Lost
3. The
k
ing
pompously
looked
d
own
u
pon
h
is
poor
s
ubjects.
a. In
a
k
ind
m
anner
b. In
a
s
tuck
u
p
w
ay
c. Weapons
d. Civilians
4. The

boisterous,
c
heering
c
rowd
w
as
jumping
u
p
a
nd
d
own.
a. Winning
b. Energetic
c. Settled
d. Noisy
5. As
the
roller
c
oaster
c
limbed
h
igher,
K
yle
w
as
n
ot
a
fraid,
but

instinctively
grabbed
the
s
afety
bar.
a. Carefully
b. Quickly
c. On
impulse
d. Fearfully

Vocabulary

Text-Dependent Questions

Directions:
A
nswer
the
following
questions
in
a
m
inimum
of
one
s
entence.Your
a
nswer
d
oes
n
ot
n
eed
to
be
in
C
ER
format,
but
m
ust
re-state
the
question.

1.W
hy
d
oesnt
the
girl
w
ith
the
bow,
L
ucianas
c
ousin,
k
now
who
R
osaura
is?

2.W
hat
reason
d
oes
Senora
Ines
give
R
osaura
for
w
hy
s
he,
but
n
ot
a
ny
other
guest,
is
a
llowed
in
the
k
itchen?

Directions:
A
nswer
the
following
questions
in
C
ER
format.
Each
response
s
hould
h
ave
a
c
laim,
evidence
(direct
quote
with
c
itation),
a
nd
reasoning.

1.D
escribe
R
osauras
view
of
h
er
relationship
w
ith
L
uciana.

2.H
ow
d
oes
R
osauras
m
others
view
of
this
relationship
d
iffer?

3.W
hy
d
oes
R
osaura
expect
to
receive
a
gift
a
s
s
he
is
leaving
the
party?
W
hy
d
oes
Senora
Ines
give
h
er
m
oney
instead?

4.W
hat
d
oes
R
osaura
finally
realize
a
t
the
end
of
the
s
tory?

Directions:
W
rite
a
one
paragraph
reflection
in
response
to
the
following
question.

1.R
eflect
on
a
time
w
hen
you
h
ave
m
isjudged
a
s
ituation
like
Rosaura
d
id.D
escribe
the
s
ituation,
a
nd
h
ow
you
felt
w
hen
you
realized
w
hat
w
as
really
going
on.

Lesson 2: Wednesday January 18

Learning
T
argets:
1.
2.
3.
4.

can

cite

several

pieces

of

text-based

evidence

to

support

an

analysis

of

a
text

(RI.7.1)
I

can

determine

the

central

idea

of

a
quote

and

analyze

its

development

(RI.7.2)
I

can

analyze

the

interactions

between

individuals,

events,

and

ideas

in

a
text

(RI.7.3)
I

can

use

context

to

clarify

the

meaning

of

unknown

words

(RI.7.4)

Do
N
ow:
W
hat
lesson
d
oes
the
a
uthor
w
ant
you
to
learn
w
hen
reading
The
Stolen
Party?
(What
is
the

theme?)
_________________________________________________________________

_________________________________________________________________

About

the

Author

CLASSISM:

_______________________________________________

Notes

Classism in Latin America

Latin America is a huge region spanning much of the Americas. Its topography,
geography and peoples are among the most diverse in the world. Itspeople,though,by
far are its greatest asset with their wonderful music, literature and arts, their hospitality
and their incredibly rich languages. Latin America, however, has its dark side. With
bloody civil wars, crime and, perhaps worst of all, its classism.

Wealth inequality is greater in Latin America than anywhere else in the world. Although,
the histories of the United States and of Latin America should be similar, US pales in
comparison to wealth inequality in Latin America. While both represent new worlds
discovered by Europe, the di erence in their paths lie in their heritage.

Classism comes from the Spanish. The colonization of English-speaking America was
very di erent from the colonization of Latin America.CanadaandtheUSwerecolonized
by people looking to start new religions, people escaping famine, and people escaping
debtors prisons.Thesewerepeoplewhowantedtocreatenewlivesinanun-established
land of opportunity. North American history, aside from the slaveholding South, was
largely about single family farms. Wealth inequality wasnt extreme.

In contrast, the colonists who came toSouthAmericawerentlookingtostartreligionsor

create new homes. They were almost all male, and they came as treasure hunters. The
idea was to marry an Indian, build an estate with high walls to keep outtheIndianlabor,
and take all the resources possible to send back to the old country. Economics was a
game to maintain wealth in the family and keep the Indians poor.

Latin Americas enduring problem is one of class di erences classism rather than
racismthoughitwouldbewrongtodenythatracismtowardIndiansremainsafactorin
some parts of the country. It is a complicated place, but its regional, cultural and ethnic
identities are not all in con ict with each other.

Check for Understanding

1. What does the article cite as the reasons for exploration in Latin America?

2. In what ways was the conquest of Latin America di erent than North America?
Cite at least two examples from the text.

3. How does this historical context impact your interpretation of The Stolen Party?
In other words, why is this context important to understanding the theme?

Lesson 3: Thursday January 19

Learning
T
argets:
1.
2.
3.

can

cite

several

pieces

of

text-based

evidence

to

support

an

analysis

of

a
text

(RI.7.1)
I

can

analyze

the

interactions

between

individuals,

events,

and

ideas

in

a
text

(RI.7.3)
I

can

write

arguments

to

support

claims

with

clear

reasons

and

relevant

evidence

(W.7.1)

Do
N
ow:
Based
on
the
c
hart
on
the
board,
w
hich
pronoun
c
ase
is
The
Stolen
Party
written
in?
_
______________________________

Point
of
V
iew
N
otes

You
T
ry!

Read
the
passage
a
nd
d
ecide
w
hether
it
is
w
ritten
in
third-person
limited
or
third-person
omniscient.

The gym was crowded. Leslie was excitedaboutthedanceteamsperformance,but

she was afraid of performing in front of all of these people. Melissacouldseethe

look of panic on Leslies face. Its okay, Melissa said. Wehavepracticedalotfor
this. Hearing Melissas words, Coach Turner turnedaround.Noneedtobenervous,
girls.You
a
re
going
to
be
great!

Point
of
V
iew:
_
________________________

Math class is boring, thought Tyler. Wishing that he could be inP.E.,Tylertriedto

concentrate on the xs and ys as Mrs. Smith explainedtheequation.Whenthebell

rang, Tylerwasoneofthefirstonestogetup.Seeyoutomorrow,Tyler,Mrs.Smith

said. Dont forget our quiz. Tyler hung his head as he went into the hallway. He
was definitely not ready for a quiz, but he forgot all about math the moment he
stepped
into
h
is
n
ext
c
lass:
P.E.!

Point
of
V
iew:
_
________________________

10

Thinking About Point of View

1. How did the authors use of third person limited point of view impact your understanding of
events in the story?

2. How did the authors use of third person limited point of view create an unexpected ending?

For example, what would Rosauras mom have to say?

What about Luciana or Senora Ines?

Constructed Response

Prompt: Analyze the authors purpose in using third person limited point of view in The
Stolen Party by Liliana Heker.

Sentence 1 (restate the prompt and answer it)

In The Stolen Party, author Liliana Heker uses third person limited point of view to __________
___________________________________________________________________________
___________________________________________________________________________

Sentence 2 (explain one reason the author used third person limited)
One reason for using third person limited point of view is to _____________________________
___________________________________________________________________________
___________________________________________________________________________

11

Sentence 3 (give an example of this from the text)

For example, in The Stolen Party,________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________ (pg__).

Sentence 4 (explain what this example shows and how it proves your claim)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Sentence 5 (explain another reason the author used third person limited)
Another reason for using third person limited point of view is to __________________________
___________________________________________________________________________
___________________________________________________________________________

Sentence 6 (give an example of this from the text)

For example, in The Stolen Party,________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________ (pg__).

Sentence 7 (explain what this example shows and how it proves your claim)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Sentence 8 (restate your main idea by summing up your examples and explanations)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
12

Lesson 4: Friday January 20

Learning
T
argets:

5.
6.
7.
8.

can

cite

several

pieces

of

text-based

evidence

to

support

an

analysis

of

a
text

(RI.7.1)
I

can

determine

the

central

idea

of

a
quote

and

analyze

its

development

(RI.7.2)
I

can

analyze

the

interactions

between

individuals,

events,

and

ideas

in

a
text

(RI.7.3)
I

can

use

context

to

clarify

the

meaning

of

unknown

words

(RI.7.4)

Do
N
ow:
T
hink
back
to
our
d
iscussion
of
c
lassism
on
W
ednesday.W
hat
examples
of
classism
h
ave
you
s
een
or
experienced
in
your
life?
___________________________________________________________________________
___________________________________________________________________________

Classism & Homelessness in the United States

More than 124,000 or one- fth of the 610,000 homeless people across the USA
su er from a severe mental illness, according to the U.S. Department of Housing and
Urban Development. They're gripped by schizophrenia, bipolar disorder or severe
depression all manageable with the right medication andcounselingbutdebilitatingif
left untreated.

Three times thenumberofmentallyillpeopleonthestreetarebehindbars.It'smedieval.

it's certainly not civilized. In the 50's people were shocked that mentally ill people were
"warehoused" in asylums. So we turned those mentally ill people out onto the streets.

Now we are back to warehousing the mentally ill, but this time as criminals. Thus we've
gone back to treating mental illness like they did in the 18th Century. Very few people,
evenliberals,makeabigdealaboutthis,becauseclassismissimplyacceptedinAmerica
today.

Being homeless in America today is like being in the "untouchable" caste of India. They
are so far down the social scale that they are virtually invisible, even to liberals.
The homeless are just the most obvious example of classism.

The problemwithclassisminAmericatodayisn'talegalone,it'saculturalone.Butunlike
racism and sexism, we are not prepared to recognize thatclassismisaproblem.Mostof
13

Americans are in such denial that they fail to even acknowledge the existence of class
itself. So the idea that people shouldn't be discriminated against for being poor is a
concept that is so far outside of their reality that they don't even recognize it as
discrimination.

If a large portion of prejudice is being misidenti ed and mischaracterized, then it would

go a long ways toward explaining why the ght against discrimination has such slow
progress. It's sad that discrimination is alive and well, and invisible, in America.

Check for Understanding:

1. Why is homelessness such a huge problem in the United States? Cite at least two
examples.

2. Why does the author argue that homelessness is a form of classism? What are his
justi cations?

3. Why is the rate of homelessness so high for people with mental illnesses?

14

Hawaii struggles to deal with rising rate of homelessness

Two days before the city planned to dismantle her sidewalk home, Kionina Kaneso had
no idea where she and her daughter and grandchildren would sleep.
A full-time fast-food worker, Kaneso had bad experiences at shelters before and was
hesitant to live in another, ending up instead in one of the nation's largest homeless
encampments.Desperate,shedecidedtotryoneagain.Buttherewasnomorespacefor
families.
"Where can I go?" Kaneso asked. Kaneso's job at a McDonald's nets her $8.75 an hour,
but it doesn't come close to what she needs to pay rent in a market where a
two-bedroom apartment goes for $1,800 a month.
Homelessness Is Growing
Kaneso is among the many Micronesians whomovedtoHawaiiinrecentyearsaspartof
anagreementtheirnationshavewiththeU.S.governmentallowingthemtoworkandlive
in the country. They come for medical care, education and job opportunities.
Additionally, many people who are homeless move from colder states to Hawaii for its
warmth and beaches. So many in fact, that Hawaii Governor David Ige has declared a
state of emergencytodealwiththestate'shomelessnesscrisis.Hisannouncementcame
just days after city and state o cials cleared one of the nation's largest encampments.
Three hundred people lived and slept there in tents on the street.
Scott Morishige, the state's homelessness coordinator, said Hawaii saw a 23 percent
increase in itsunshelteredhomelesspopulationbetween2014and2015.Therewasa46
percent increase in the number of unsheltered families.
At last count there were 7,260 homeless people in Hawaii. The state has the highest
homeless rate per capita in the United States. Although Hawaii has a lower population
than larger states such as California or Texas, a higher percentage of its residents are
homeless.

15

Check for Understanding:

1. What are some reasons Hawaii has such a high rate of homelessness?

2. Why is homelessness a particularly important issue for Hawaii compared to other

states?

3. As someone who lives in Hawaii, what do you think we should do to help the rising
homeless population in our state?

16

The Stolen Party Book Cover

Many
a
uthors
intentionally
c
hoose
the
c
over
a
rt
for
their
books
based
on
s
omething
they
w
ant
the
readers
to
gain
from
the
s
tory.D
esign
a
book
c
over
for
The
Stolen
Party,
m
aking
s
ure
that
you
a
re
u
sing
c
olor
a
nd
important
d
etails
from
the
text.

Explanation:

17

18