1Bird With the heart of a Mountain

Classroom GuideBarbara Mariconda tells the story of Drina, a 16-year-old caught between two worlds. Raised by her Gypsy mother and estranged from her Spanish father, Drina longs to dance. Bird With the Heart of a Mountain takes the reader into the heart of the Spanish revolution. The civil war waging across Spain between the Republicans and the Nationalists is mirrored by Drina’s own internal battle between her two heritages. Drina is a natural dancer. Her love of dance takes her from the life of a wandering Gypsy into the world of the wealthy in Seville. She has to discover the secrets of her past in order to discover her own future, and where she truly belongs.

Drina’s world is a dangerous one. As half Gypsy, she is a member of an outcast society. Even within that society, she finds herself fighting for acceptance. Her mother has a hidden past that she uses to guide Drina’s future. When tragedy strikes Drina’s Gypsy Campagne (family group), she is forced to discover the other half of her heritage. This journey takes her into a society that is very different but no less dangerous than that of a Gypsy.

Bird With the Heart of a Mountain will allow your students to explore a variety of literary elements and history. The unique vocabulary introduced by the Gypsy and Spanish characters will expand your students’ word knowledge. Mariconda’s use of vivid detail will allow you to teach lessons on simile and metaphor. Students will learn about Spain, the Spanish Civil War, and Gypsies in Europe.

Pre-readinG Questions and disCussion:

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1. What do you know about Spain?2. What is a Gypsy?3. What does it mean to be nomadic?

4. What do you like to do for fun? Is there one activity you love and are extremely good at?

5. What is persecution? What are some groups that have been or are persecuted?

6. What is adversity? 7. Do you like to dance?8. What is a civil war?9. Do you speak Spanish? Do you speak any other

languages? 10. Would it help you to speak more languages? How?

The questions above will set the stage for reading Bird With the Heart of a Mountain and introduce your students to some of the concepts in the book. Have your students answer these questions, and then discuss them as a group.

2Bird With the heart of a Mountain

PerseCution lesson:CCSS.ELA-Literacy.SL.9-10.1 CCSS.ELA-Literacy.W.9-10.3 CCSS.ELA-Literacy.SL.11-12.1 CCSS.ELA-Literacy.W.11-12.3

Drina’s people, Gypsies, are being persecuted by both sides in the Spanish Civil War. Throughout history, and even now, many groups have been treated unfairly based on nothing more than perceived differences. In this lesson, students will take a deeper look at what it means to be persecuted.

Materials: 5 Posters

5 different-colored markers

Procedure:Place five posters around the room and write the following questions on each:

1. “In the past, what groups of people have been persecuted or treated unfairly?”

2. “In the book, how were the Gypsies treated unfairly?”

3. “How does it feel to be treated unfairly?”

4. “How would you react if you were being forced to do something you felt wasn’t fair or right?”

5. “List any groups of people that may be being persecuted today.”

Separate students into five groups and assign each group one of the posters. Each group will use a different-colored marker. Tell your students they will have one minute to answer the question on the poster. Remind students that an answer may be written down only once.

You will rotate groups and repeat the process above until the groups are back at the poster they started at. Each group will identify their five favorite responses by circling them. Have the groups select a spokesperson who will then share their favorites with the class.

Assessment:Each student will write five journal entries from the perspective of a persecuted person. Students can choose from any of the groups discussed. Journal entries should focus on how it feels to be persecuted, who is persecuting them, what form the persecution takes, what the student plans to do (if anything) about being persecuted, and how their persecution compares to another group.

Pre-readinG GeoGraPhy lesson:

CCSS.ELA-Literacy.W.9-10.1 CCSS.ELA-Literacy.RH.9-10.7 CCSS.ELA-Literacy.SL.9-10.1 CCSS.ELA-Literacy.W.11-12.1 CCSS.ELA-Literacy.RH.11-12.7 CCSS.ELA-Literacy.SL.11-12.1

Your students will familiarize themselves with Spain and Western Europe with a map lesson.

1. Use a world map to lead the students in finding the location of both your class and Spain. Discuss the distance between Spain and your class, and what that may or may not mean culturally.

2. Have them complete a blank physical map of Europe with the following:a. Countriesb. Bodies of water c. Mountainsd. Capital cities

Printable map of Western and Central Europe: https://geography.byu.edu/Assets/Maps/europe2.pdf

3. Using the CIA World Factbook (https://www.cia.gov/library/publications/the-world-factbook), have your students compare Spain to the United States in size, population, and any additional categories you choose.

3Bird With the heart of a Mountain

sPanish Civil War researCh ProjeCt:

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Bird With the Heart of a Mountain exposes students to a major world history event they may not be familiar with: the Spanish Civil War. This research project will allow them to expand on what they learned in the book. Using the Internet, your school library, and any other resources, your students will create a research project on the Spanish Civil War.

The Project Will Have Five Parts:1. Title Page – The student will create an original title with

a visual aid.

2. Summary of the War – The student will create a one-to-two paragraph summary of the Spanish Civil War.

3. Fact Sheet – The student will create a data fact sheet that includes the following:a. Background information on Spain at the time

of the war.b. Groups involved in the war. c. Leaders in the war.d. Flags representing the various sides in the war.e. Outside international intervention or assistance

in the war.f. Brief history of the war.g. Facts: three to four interesting facts about the war.

4. Case Study – The student will write a minimum two-page study on the history of the war, the causes and outcomes of the war, famous members, goals, major events, battles, legacy of the war, etc.

5. Works Cited Page – Have the student create a works cited page using MLA guidelines.

simile and metaPhor lesson:CCSS.ELA-Literacy.RL.9-10.1 CCSS.ELA-Literacy.W.9-10.1 CCSS.ELA-Literacy.RL.11-12.1 CCSS.ELA-Literacy.W.11-12.1

In Bird With the Heart of a Mountain, Mariconda uses a variety of literary devices to paint pictures in the reader’s mind. Figurative language is a tool that an author employs to help the reader visualize what is happening in a story. Simile and metaphor are two very effective tools authors use to do this. Similes and metaphors are used to compare people, places, things, and ideas to other people, places, things, and ideas. In this lesson, students will examine simile and metaphor along with creating their own examples of each.

Similes use the word “like” or “as” to compare:“Then her high-heeled black shoes strike the wooden floor like a roll of gunfire.”

A metaphor does not use the words “like” or “as” to make the comparison:“Her eyes are black coals.”

Have your students fill in the chart on page 4 to examine similes and metaphors.

After filling out and discussing the chart, your students will be ready to write their own similes and metaphors. Give the class a topic to write about. Each student will write two paragraphs describing an event. The event can be a walk on the beach, their favorite sporting event, a dinner, etc. They must use two similes and two metaphors in their writing.

Bird With the heart of a mountain intervieW lesson:

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Your students will demonstrate mastery of the vocabulary from Bird With the Heart of a Mountain by completing this vocabulary assessment. Using vocabulary properly is an important skill for communication. Sometimes a group uses very specific words tied to ethnicity, religion, or even work. In order to become a better writer, you must be able to communicate using this specific language. Using the vocabulary list located on page 5, your students will each create a talk show interview of Drina. Students should use their imaginations and feel free to make the interviewer real hosts such as Oprah, Jerry Springer, Jimmy Kimmel, etc.

Each student will be responsible for writing a script that includes:

1. A one-paragraph intro for the host to announce Drina.

2. A minimum of ten questions and answers, which must include no less than fifteen of the vocabulary words on the list.

3. A wrap-up from the host summarizing what they learned in the interview.

Presentation Extension:If you would like to add a group presentation element to the lesson, assign the students into small groups of two to four students. Allow them to compare their scripts and choose their favorite questions and make a master script. Each student will assume a role and act out the interview in front of the class. For larger classes, the students can pick another character from the lesson to interview in addition to Drina and/or include an announcer to read the intro and wrap-up.

4Bird With the heart of a Mountain

Passage from the bookIs it a Simile or Metaphor?

What does the passage mean?

“Then her high-heeled black shoes strike the wooden floor like a roll of gunfire.”

Simile Her shoes were very loud as they hit the wooden floor.

“Her eyes are black coals.” Metaphor She has very dark and angry eyes.

“Kizzy stands just a few yards away like a column of stone, her back to me.”

“I am a ghost in this garment,”

“I turn to wood, my heart hollow. My legs dead stumps, arms brittle branches.”

“She turns slowly, the sound of her ascending, measured steps like a pendulum marking time.”

“My father pushes past her, her words pinging off him like bugs on a screen.”

“My beau? Oh, he’s not beau material, my dear. He’s a mouse who fancies himself a cat.”

“Scores of soldiers pour from the vehicles like ants from an anthill.”

simile and metaPhor lesson Chart

5Bird With the heart of a Mountain

Ajuntaora — an elder woman in the Gypsy clan responsible for the pañuelo ritual to ensure that a bride is a virgin

Alegrias — a form of Flamenco music and dance, originating in Cadiz, that follows a set 12-beat pattern

Baila — a Spanish phrase of encouragement shouted at a dancer, meaning: She/he dances!

Bandolier — the ruler of a Gypsy community

Bodega — a storeroom where sherry is aged and stored

Campagna — a group of Gypsy families traveling together

Cantaor, -ora — Spanish word for singer

Cola — the train of a long dress

Compass — a 12-count bar of music

Contra tiempo—opposing rhythms

Darro — a Gypsy word for dowry

Divano — a meeting of Gypsy elders to settle a dispute or solve a problem

Duende — a passionate mysterious quality or spirit that powerfully draws others in

El Yeli! — the words “El Yeli!” are sung at Gypsy weddings to celebrate the bride giving herself honorably to her husband.

Fandango — a lively Spanish dance

Feria — Spanish word for a fair

Floreo — hand movements in Flamenco dancing that mimic the blossoming of a flower

Gadje — Romany word for a non-Gypsy

Gitano — Spanish word for Gypsy

Golpe — rhythmic effect produced when a Flamenco guitarist strikes the soundboard of the guitar

Jaleo — shouts of encouragement given to performers

Jamón — Spanish word for ham

Letra — the section of a dance that takes place as the cantaora is singing the lyrics

Llamada — the opening of a dance or a new section of the dance

Malagueña — a sad, mournful song, originating from Malaga

Mantilla — a lace veil worn on the head

Marcando — marking time

Palmas — rhythmic hand clapping that accompanies flamenco dancing

Pañuelo — a ritual in which a group of elder women of the Gypsy clan gather to witness the examination of the bride to make certain that she is a virgin. When finished, they sing “El Yeli!” and wave a cloth with three petals embroidered on it. The men have a tradition in which they tear their shirts while the bride is carried to her groom.

Paseos — Spanish word for an informal stroll or promenade. During the Spanish Civil War the word was used to describe the rounding up of citizens by informal brigades to be led to execution, usually by beating.

Patrin — grass, twigs, or other materials left behind by Gypsies for the purpose of marking a trail

Peineta — a decorative comb worn in the hair

Peña — a meeting place of musicians and dancers

Peseta — a silver coin

Plantas — a flamenco term for striking the floor with the ball of the foot

Pliashka — a Gypsy ceremony to mark an engagement

Rinkeni — a Romany word meaning pretty, attractive

Romany — a word used to refer to Gypsies and their language

Rondeña — a folk dance song originating in Serrania de Ronda, Spain

Sevillana — a type of folk song originating in Seville

Siguiriya — a deep, expressive style of Flamenco music

Soleá por bulerías — a hybrid form of Flamenco that has characteristics of both soleares and bulerías

Taconeo — flamenco footwork in which the heel rhythmically strikes the floor

Tocaor — Spanish word for someone who plays Flamenco guitar

Tsinvari — Romany word for evil spirits

Vardos — colorful horse-drawn wagons that travel in caravans, providing transportation, storage, and shelter to people

Bird With the heart of a mountain Glossary

6Bird With the heart of a Mountain

Grades 9–10 Standards:CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

Grades 11–12 Standards:CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

CCSS.ELA-Literacy.RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.

Common Core state standards ConneCtions for Bird With the heart of a mountain and Classroom Guide

This guide was created by Chris Valcarcel, educational consultant, and Jennifer Messinger, graphic designer.

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