Genre: Historical FictionNovel Study Grade 4 : Unit 5

Title/Author: Esperanza Rising Pam Munoz Ryan Suggested Time: 14-17 days (TBA) Common Core ELA Standards ( Consider Literature, Writing, Speaking, Listening, and Language Skills)

CCSS.ELA-LITERACY.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

CCSS.ELA-LITERACY.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

CCSS.ELA-LITERACY.RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

CCSS.ELA-LITERACY.RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

CCSS.ELA-LITERACY.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

CCSS.ELA-LITERACY.RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

CCSS.ELA-LITERACY.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS.ELA-LITERACY.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

CCSS.ELA-LITERACY.W.4.1.A Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.

CCSS.ELA-LITERACY.W.4.1.B Provide reasons that are supported by facts and details.

1 Genre: Historical FictionNovel Study Grade 4 : Unit 5

CCSS.ELA-LITERACY.W.4.1.C Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

CCSS.ELA-LITERACY.W.4.1.D Provide a concluding statement or section related to the opinion presented.

CCSS.ELA-LITERACY.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

CCSS.ELA-LITERACY.W.4.2.A Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

CCSS.ELA-LITERACY.W.4.2.B Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

CCSS.ELA-LITERACY.W.4.2.C Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

CCSS.ELA-LITERACY.W.4.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-LITERACY.W.4.2.E Provide a concluding statement or section related to the information or explanation presented.

CCSS.ELA-LITERACY.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

CCSS.ELA-LITERACY.W.4.3.A Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

CCSS.ELA-LITERACY.W.4.3.B Use dialogue and description to develop experiences and events or show the responses of characters to situations.

CCSS.ELA-LITERACY.W.4.3.C Use a variety of transitional words and phrases to manage the sequence of events.

CCSS.ELA-LITERACY.W.4.3.D Use concrete words and phrases and sensory details to convey experiences and events precisely.

CCSS.ELA-LITERACY.W.4.3.E Provide a conclusion that follows from the narrated experiences or events.

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CCSS.ELA-LITERACY.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA-LITERACY.W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.)

CCSS.ELA-LITERACY.W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Research to Build and Present Knowledge: CCSS.ELA-LITERACY.W.4.7Conduct short research projects that build knowledge through investigation of different aspects of a topic.

CCSS.ELA-LITERACY.W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

CCSS.ELA-LITERACY.W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCSS.ELA-LITERACY.W.4.9.A Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].").

CCSS.ELA-LITERACY.W.4.9.B Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text").

CCSS.ELA-LITERACY.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CCSS.ELA-LITERACY.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

3 Genre: Historical FictionNovel Study Grade 4 : Unit 5

CCSS.ELA-LITERACY.SL.4.1.A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

CCSS.ELA-LITERACY.SL.4.1.B Follow agreed-upon rules for discussions and carry out assigned roles.

CCSS.ELA-LITERACY.SL.4.1.C Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

CCSS.ELA-LITERACY.SL.4.1.D Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

CCSS.ELA-LITERACY.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-LITERACY.SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.

CCSS.ELA-LITERACY.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

CCSS.ELA-LITERACY.SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

CCSS.ELA-LITERACY.SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 here for specific expectations.)

CCSS.ELA-LITERACY.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.4.1.A Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

CCSS.ELA-LITERACY.L.4.1.B Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

4 Genre: Historical FictionNovel Study Grade 4 : Unit 5

CCSS.ELA-LITERACY.L.4.1.C Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

CCSS.ELA-LITERACY.L.4.1.D Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

CCSS.ELA-LITERACY.L.4.1.E Form and use prepositional phrases.

CCSS.ELA-LITERACY.L.4.1.F Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

CCSS.ELA-LITERACY.L.4.1.G Correctly use frequently confused words (e.g., to, too, two; there, their).*

CCSS.ELA-LITERACY.L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.L.4.2.A Use correct capitalization.

CCSS.ELA-LITERACY.L.4.2.B Use commas and quotation marks to mark direct speech and quotations from a text.

CCSS.ELA-LITERACY.L.4.2.C Use a comma before a coordinating conjunction in a compound sentence.

CCSS.ELA-LITERACY.L.4.2.D Spell grade-appropriate words correctly, consulting references as needed.

CCSS.ELA-LITERACY.L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

CCSS.ELA-LITERACY.L.4.3.A Choose words and phrases to convey ideas precisely.*

CCSS.ELA-LITERACY.L.4.3.B Choose punctuation for effect.*

CCSS.ELA-LITERACY.L.4.3.C Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

CCSS.ELA-LITERACY.L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

5 Genre: Historical FictionNovel Study Grade 4 : Unit 5

CCSS.ELA-LITERACY.L.4.4.A Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.L.4.4.C Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

CCSS.ELA-LITERACY.L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-LITERACY.L.4.5.A Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

CCSS.ELA-LITERACY.L.4.5.B Recognize and explain the meaning of common idioms, adages, and proverbs.

CCSS.ELA-LITERACY.L.4.5.C Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

CCSS.ELA-LITERACY.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Teacher Instructions Before Teaching 1. Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students. This is a description for teachers, about the big ideas and key understanding that students should take away after completing this task. Big Ideas and Key Understandings • What are human rights? • What lessons can we learn about human rights through literature and life? • We learn lessons about human rights from the experiences of real people and fictional characters. • Characters change over time in response to challenges (to their human rights). • People respond differently to similar events in their lives.

6 Genre: Historical FictionNovel Study Grade 4 : Unit 5

• Authors conduct research and use specific language in order to impact their readers. Text Focusing Question How do our experiences cause us to change and grow? Synopsis Living on her family’s ranch in Mexico in the years following the Revolution, twelve-year-old Esperanza has always had all the material things she could want. More importantly, she had the love and devotion of her parents. However, on the eve of her 13th birthday her world is shattered when bandits kill her father. With the help of a Zapotec Indian, Esperanza and her mother flee to the United States , escaping Esperanza’s awful uncles, who know own their land . Thousands upon thousands of workers have come to California looking for work during the Great Depression. Esperanza’s mother tells her daughter they must be grateful for the shelter and the jobs they have found in a field labor camp. However, Esperanza’s privileged childhood has not prepared her for the harsh, overcrowded conditions, nor the housework and childcare she is expected to do. Initially, determined to succeed at her tasks as a matter of pride. Esperanza soon develops a fierce determination based on more compelling need. She wants to provide for her mother, who has fallen ill. However, the generosity, hopes, and heartbreak Esperanza witnesses among the workers, who live with dignity in almost unbearable conditions-, teach her the fate of many cannot be isolated from the fate of one.

2. Read chapters in the selection text, keeping in mind the Big Ideas and Key Understandings. 3. Re-read the chapters in the selection text while noting the stopping points for the Text Dependent Questions and teaching Vocabulary. During Teaching 1. Students read the assigned chapters independently. 2. Teacher reads the chapter aloud with students following along. (Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.) 3. Students and teacher re-read the text while stopping to respond to and discuss the questions and returning to the text. A variety of methods can be used to structure the reading and discussion (i.e.: whole class discussion, think-pair-share, independent written response, group work, etc.)

Text Dependent Questions

Text-Dependent Questions Evidence-Based Answers Sample student responses are included but not limited to the following. Any valid answer that is

7 Genre: Historical FictionNovel Study Grade 4 : Unit 5

based on text evidence should be accepted . C

h 1. Describe the geographical setting of Esperanza Rising. Example: a

p 1. The setting is a lush vineyard in Mexico.

t What is it like where Esperanza lives? Use details from e

r There are winding rows in the valley of

1 the text to support your answer.

1 grapes. The incline of the land is a grassy 9

2 swell.

4 2. 2. What is Esperanza’s relationship with her papa like? How do you know?

2.Esperanza is very close to her father. She is six years old and her father shares his love of their land with her on their long walks.

8 Genre: Historical FictionNovel Study Grade 4 : Unit 5 C

h 1. The first paragraph on page 8 says that Esperanza Esperanza is the only child of a wealthy rancher, and a p

t would like to live at El Rancho de las Rosas with her her father’s “pride and glory.” (p. 4). Her family e r

employs many servants and farmworkers. She is very

Mama and Papa forever. Why does she feel this way? 2

L happy to live with her parents, and is mostly thinking a Find details from the text to explain your answer. s

about her upcoming birthday party and eventual U v

a Quinceaneras. She “can’t imagine living “with any s fewer servants. Or without being surrounded by the people who adored her.” (p. 8)

2. On pages 8-12, Esperanza and Mama seem to be How do you know: Esperanza shows she is worried worried about Papa. How do you know they are when she says that Papa had promised to meet her and never disappointed her, but he isn’t there (p.8). worried? Why are they worried? Use evidence from the Then she worries that pricking her finger is bad luck, text in your answer. and asks “where was Papa?” (p. 9). On page 10 she “strained her eyes” looking for him. Mama bites the corner of her lip in worry (p. 11) Why they are worried: On page, 11, it says they have been warned about bandits. And even though the Revolution has been over for 10 years, “there is still resentment against large landowners,” (p. 12)

3. On pages 14-15, what two pieces of advice does Abuelita 1. “There is no rose without thorns” – Esperanza give Esperanza? How does Esperanza respond to the advice? Use seems to understand and accept this advice, evidence from the text in your answer. because she smiles and says that “Abuelita wasn’t talking about flowers at all but that there was no life without difficulties.” (p.14) 2. “Do not be afraid to start over.” - Esperanza accepts this advice, because she does start her stitches over again, but she sighs, which implies she is impatient with it. (p.15). She also complains on page 13 that she doesn’t like to always crochet to take her mind off worry.

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h 4.On page 18, Esperanza says that a “deep river” runs between She is talking about the class issues that divide them, a p

t her and Miguel. What does she mean? How does Miguel because she is a ranch owner’s daughter and he is a e r

respond when she tells him this? Use details from the text in housekeeper’s son. Also, they are Indians and she is

2

c your answer. of Spanish descent. Miguel seems to be angry or o n

t hurt, since he doesn’t speak to her anymore (p. 18). i n u e d

5. At the end of the chapter, why does Esperanza feel her heart She has just learned that her Papa is dead. This isn’t drop and that she has sunk into a “dark hole of despair and said, but she sees his body in the back of the wagon disbelief ”? Use details from the text in your answer. covered with a blanket, and Alfonso is crying, which “confirms the worst.” (p. 22)

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h 1. Esperanza: How is Esperanza responding to her father’s Esperanza is very very sad that her father died. She a p

t death? Re-read the following passages and discuss with is missing him, particularly because it is her birthday. e r

your triad: - Page 25, the paragraph that begins “She She almost can’t believe this is happening to her. 3

L

a took a quivery breath….” - Pages 27-28 What other “She felt like she was in someone else’s body, s

P evidence can you find in Chapter 3 that shows how watching a sad scene but unable to help.”(p. 25) She a p

y Esperanza is responding? cries almost every night “…Esperanza often woke to a s Mama’s soft crying. Or Mama woke to hers.” and doesn’t even want to open her birthday gifts. “Esperanza avoided opening her birthday gifts.” (p. 27) She was so sad she couldn’t even speak. “Esperanza couldn’t talk. Her heart felt so big and hurt so much that it crowded out her voice.” (p. 28)

2. Mama: How is Mama responding to her husband’s Mama is trying to stay strong for Esperanza death? Re-read the following passages and discuss with encouraging her to go on with her life by opening your triad: - Page 27, the paragraph that begins her birthday gifts. “…Mama insisted, saying, “Papa “Esperanza avoided opening her birthday gifts…” - Pages would have wanted it.”” (p.27) Although Mama did 30-31 On page 29, it says “Mama did not answer but not like what Tio was doing trying to buy their maintained her composure.” Based on the context, and house, she was strong and stood up to him. “So, no, I on what you know about Mama, what do you think the will not sell.” (p. 31) “Composure” means that Mama word composure means? Explain your thinking. stayed calm and did nothing because the paragraph that follows the sentence that has “composure” in it goes on to say, “They nodded to Abuelita but, as usual, said nothing to Esperanza.”. (p. 29) It does not say anything about Mama.

3. Abuelita: How does Abuelita respond to Esperanza’s uncles? Abuelita knows that the uncles are not doing the Re-read the following passages and discuss with your group: - right thing. Right before she calls them “vultures” Page 32, near the bottom on the page. Why does Abuelita call the uncle said, “You will regret the decision Ramona. the uncles “vultures?” - On page 30, it says “A look of You must keep in mind that this house and those indignation passed between Mama and Abuelita.” Based on the grapes are my property. I can make things difficult context, and on what you know about Abuelita, what do you for you. Very difficult…” She thinks they are taking think the word indignation means? Explain your thinking. things that do not belong to them. (p. 32) “Indignation” means angry because in the sentence right before the one with “indignation” Esperanza “wipes away angry tears” (p. 30) and then the 11 sentence after says, “Were they feeling the same Genre: Historical FictionNovel Study Grade 4 : Unit 5 c C o h . 4. Vocabulary: On page 29, it says, “Mama did not answer but “Composure” means that Mama stayed calm and did n a t p i n t maintained her composure.” Based on the context, and on what nothing because the paragraph that follows the e u r e you know about Mama, what do you think the word composure sentence that has “composure” in it goes on to say, 3 d

means? Explain your thinking. “They nodded to Abuelita but, as usual, said nothing to Esperanza.” (p. 29) It does not say anything about Mama.

12 Genre: Historical FictionNovel Study Grade 4 : Unit 5 L C o h Mama: Mama is still trying to be strong. “…looking like a s a

p H

t 1. Re-read pages 44-45. How does Mama respond to the Tio’s fierce statue.” Mama knows that she must protect i e g o r

s marriage proposal after the fire? What does that tell you Esperanza and the servants and her only way of

4 about Mama as a person? What does she see as her role in doing that is by accepting the uncle’s proposal. “ the family? Mama looked at Esperanza with eyes that said “forgive me”.” This tells you that Mama is willing to sacrifice for her family.

2. Re-read the first half of pages 48 and 49. How does Mama Mama does not want to marry Tio and feels like feel about marrying Tio? How does this continue to show Papa would not have wanted her to do that either. Mama’s strength as a person? What is Mama willing to do “Do you think that Papa would have wanted me to besides let Tio think she will marry him? marry Tip Luis…” It shows that she is very strong because she is willing to insult him by moving to the United States instead of marrying him. “A tine smile appeared on Mama’s tired face. “Yes, it would be a great insult to him wouldn’t it?”” She is willing to work hard in California doing fieldwork. “I am stronger than you think,” said Mama.”

3. Re-read the bottom of page 56-57. How does Mama Mama is determined to do what is right and not continue to demonstrate her strength as a person as they complain about it. “ Then Mama took a determined are leaving the rancho? How is she a good example for breath…” Esperanza is having a hard time not Esperanza? How does Esperanza react to leaving the showing her anger. “…she could see nothing behind rancho? her but a trail of splattered figs she had resentfully smashed beneath her feet.” Abuelita: Abuelita also faces the challenge of the fire. But she 1. Re-read the middle of page 42. How does Abuelita respond was determined to save her crocheting bag. “Her to the fire? What might that tell us about Abeulita as a grandmother held up her cloth bag with her person? What does she care about or believe in? crocheting”. She says ‘We must have something to do while we wait.’ This shows that she values some things, like having something to occupy her mind, even more than being safe

13 Genre: Historical FictionNovel Study Grade 4 : Unit 5 C

h 2. Re-read from the bottom of page 47-50. How does Abuelita Abuelita does not need to talk very much to show a p

t let Mama know she approves of her decisions? How does her approval. She listens and shows her approval by e r

nodding and agreeing to help get the right papers 4 Abuelita attempt to comfort Esperanza? What role does

c

o together (pp.48-49). She comforts Esperanza by

n Abuelita play in the family? t

i reminding her of a story of when she moved to n u

e Mexico from Spain (pp.49-50) and by explaining that d she will join them when she is better. (p.47) Abuelita seems to be the leader of the family now because every time Mama wants to make a decision she must talk it over with her too.

3. Re-read page 51. Why does Abuelita give the crocheting to Abuelita gives the crocheting to Esperanza to help Esperanza? How does Esperanza show she still is not ready her pass the time while they are apart. “While you to face the situation? are waiting, finish this for me.” She also wants Esperanza to learn a lesson about life, that you are sometimes going through hard times but there will be good times too. “Right now you are in the bottom of a valley and your problems loom big around you. But soon you will be at the top of a mountain again.” Esperanza wants to avoid saying goodbye while Abuelita faced the situation even though it was sad. “She buried her head…”

Miguel: Miguel faces the challenge of the fire. He saves 1. Re-read the very bottom of page 41 through the first Abuelita. He “lays her down.” This shows that he paragraph on page 42. What challenge does Miguel cares a lot about Esperanza’s family, and is willing to face? How does he respond? What might this tell us put his own life at risk to help them. His shirt is about Miguel as a person? Be sure to give examples burning, but he seems calm: “Miguel stood up and from the text. slowly took off his blackened shirt.” This shows that he is calm under pressure

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h Miguel: continued Miguel is showing great strength while they are a p

t leaving the rancho by helping his father lead them e r

2. Re-read pages 55-56. How does Miguel demonstrate that he is out of the situation. “…Miguel and Alfonzo lead

4

c them through the grape rows…Miguel walked

o ready for this challenge? What characteristic does he show n

t ahead.” Miguel could be considered brave and i during this time? How is this different than Esperanza? n

u mature because he is not thinking about the past, e d but instead heading towards the future. On the other hand, Esperanza is thinking of only the past. “Sadness and anger tangled in Esperanza’s stomach as she thought of all that she was leaving…” C

h • Direct students’ attention to the title of the chapter: “Las Esperanza travels to the train station in a wagon full a p

t Guayabas/Guavas.” Ask students what pattern they have of guavas. e r

• Encourage students to pay attention to the chapter 5 noticed in the chapter titles. (Students should quickly recognize L

a titles in their future reading of the novel. (This point s

that, with the exception of Chapter 1, which names the setting, G

u will be revisited regularly in future lessons.)

y all the chapter titles are a fruit or vegetable.) Tell students that a b

a authors choose titles for very important reasons, to help readers s understand some key idea about the chapter.

Ask: “Why do you think Pam Munoz Ryan titled this chapter ‘Guayabas’? Students answers will vary here depending on what they are thinking and connecting to the text. They • “How do you think Esperanza’s life with be different in should however, include text evidence about her California? Support your thinking with at least one piece of train journey described in Chapter 5. information you learned today, and one detail from Esperanza’s train journey described in Chapter 5.”

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h 1. On page 90, Esperanza is in California, driving to the Esperanza saw: ”The brown barren mountains…, the a p

t camp. What specifically does she see? How does she golden hills…, canyons…”. She tries to find her own e r

connection to the land by listening for the heartbeat 6 react to this new setting? Find details from the text to

L

o (p. 91). “She stretched out on her stomach…” She

s explain your answer.

M doesn’t hear it and it makes her so upset that she e

l passes out (p.92). “She tried to find the place in her o n

e life where her heart was anchored…She felt as if she s was falling…Suddenly the world went black.”

2. On page 81, the text says “Esperanza and Mama, their Perspiration might mean sweat because the text faces shiny with grime and perspiration, looked tired and says they are shiny and sweat makes you shiny. Wilted and slumped might mean they are leaning wilted as they slumped with even the slight weight of over because the text says something about the their valises.” Valise means “suitcase”. Based on context, weight of the valise so it might be heavy and if they what do you think the other italicized words in this are sweating because it is hot and they are working sentence might mean? Why might the author have hard. Also, the sentence before talks about body chosen specifically to use the word “wilted” to describe odor and people smell usually when it is hot. The Esperanza and her mother? author may have used the word “wilted” because it makes you think of a flower or plant that is dying or needs water. It makes the reader picture that in their minds.

3. At the very start of the novel, we meet Esperanza in Mexico as The beginning of the chapter states that the land is a little girl, with her father. How is Mexico different from “dry and the panorama was barren” which is California? What specific words or phrases in this section of the different from the way the land on the rancho was. novel help you understand the contrast between the two On page 87, it says: “She looked around and was relieved to see that compared to the desert, Los settings? In other words, what specific language does the author Angeles had lush palms and green grass…, roses use to help us understand how different California is from were still blooming…was reassuring and familiar. Mexico? Use evidence from the text in your answer. Maybe it wouldn’t be so different here.” so it seems that this part of California is not that different form the rancho. However, the land changes again as indicated on page 90, “the brown barren mountains…dried grasses…golden hills…”.

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h 4. Esperanza meets two new girls in this new setting: Isabel and Isabel is curious and wants to know about Esperanza a p

t Marta. Begin a new page in your reading journal about each girl. as well as she tells her about her life. She asks e r

questions and tells her about where they used to live 6 Compare and contrast how the two girls treat Esperanza, citing

c

o on page 89. Marta is not as nice. On page 96 she

n evidence from the text. What do you predict will happen t

i says, “So you’re a princess who’s come to be a n

u between Esperanza and these two girls?

e peasant?...What’s a matter silver spoon stuck in your d mouth?”. She is insulting her. Esperanza thinks so too. “What had she done to deserve this girl’s insults?” (p. 97). Isabel even tries to defend her by saying, “Esperanza’s nice.” On page 99 Marta says to Esperanza, “No one will be waiting on you here.” and gives her a “phony smile.”

17 Genre: Historical FictionNovel Study Grade 4 : Unit 5 C

h 1. Reread 110-113. How does Isabel respond to having to Isabel takes on a lot of responsibility and seems to a p

t stay home and not work while everyone else works? Cite be mature for her age. She takes care of the babies e r

by feeding them and keeping them clean. (p.110) 7 specific details from the text that would show how

L

o Isabel was friends with women who were older than

s Isabel handles the situation. Isabel takes on a lot of

C her. “Isabel introduced Esperanza to Irene and e

b responsibility and seems to be mature for her age. She

o Melina, two women who were hanging clothes to l l

a takes care of the babies by feeding them and keeping

s dry…already had a baby of her own.” (p.112) them clean. (p.110) Isabel was friends with women who were older than her. “Isabel introduced Esperanza to Irene and Melina, two women who were hanging clothes to dry…already had a baby of her own.” (p.112)

2. 2. During this chapter, Isabel must teach Esperanza Isabel is worried that Esperanza doesn’t know all of many things even though she is younger and has had a the things to do. “Isabels’ eyes got bigger and she looked worried.” (p.115) She thinks Esperanza can less privileged life. How does Isabel react towards having do all the things that she does. She teaches her how to teach Esperanza so many things? Cite specific to change diapers, feed the babies, where examples from the text. everything is in the camp, and how to wash clothes. Isabel is still curious about Esperanza’s life in Mexico. “Will you tell me about your life as a queen?” (p.120)

“De vera” means that “is that true” because 3. On page 105, Isabel responds to Esperanza, “De veras?” after Esperanza responds to her, “Yes, it is the truth…” Esperanza tells her that they are still rich and they will not be Isabel just “tiptoes out of the room and shuts the staying there long. What does that phrase mean? How do you door” which means she knows that Esperanza is know? How does Isabel react to Esperanza? Be sure to cite having a hard time and does not want to bother her. evidence from the text.

18 Genre: Historical FictionNovel Study Grade 4 : Unit 5 C

h 1. In this chapter, Miguel has a surprise for Esperanza and On pages 72-73, when they were traveling by train a p

t Mama, Papa’s roses. What clues were in the text in a to the United States the text says, “At every stop, e r

previous chapter, that might have indicated that Miguel Miguel and Alfonso hurried off the train with a

8

L was taking care of the rose plants? What does the package. From the window, Esperanza watched a s

A author mean by the sentence: “Now if they bloomed she them go to a water trough, unwrap an oilcloth, and l m could drink the memories of the roses that had known dampen the bundle inside.” They needed to keep e n

d Papa.”? How is life like a rose? Be sure to give details the rose plants wet so they would not die. When r a

s from the text in your answer. Esperanza asked about it, he said she would find out when they got there. The rose plants were the same ones that Papa planted so when they bloomed into flowers they would be the same roses that Papa would have seen. Life is like a rose because it can go through some hard times, like having to move and not having enough water, but it can still come back and still grow, like Miguel says to Esperanza about her rose on page 124. “So you can climb.

2. On page 128, Esperanza is helping to shell almonds. The Isabel asks Esperanza if she is going to the party and author describes an almond as “…like two hands pressed Esperanza is not sure because she is still together, protecting something inside.” Then as Esperanza embarrassed by what happened on the platform. cracks one open the text says: “…then pulled the meat form its Isabel tells her that her mother says it is best to get defenses…”. How is the almond a metaphor for Esperanza? Be over it and “just laugh”. Esperanza is like an almond sure to use details from the text in your answer. because her feelings got hurt on the inside when she felt embarrassed. Her defenses are like laughing when someone makes fun of her because then they can’t hurt her as much. Esperanza is also like an almond because she is having to get stronger everyday just like the outside shell.

3. On pages 131-133, Marta is using kittens as a metaphor for The text says on page 132: “Small, meek animals. the farmers. How are the farmers like the kittens? How does And that is how they treat us because we don’t Marta suggest they fight being “like kittens”? Use specific speak up.”, referring to the farmers like kittens. evidence form the text in your answer. Marta then goes on to say: “We are going to strike in two weeks…For higher wages and better housing.” Some farmers are afraid to strike and don’t think it has anything to do with them. “Maybe all the cat 19 wants to do is feed his family…We don’t pick cotton Genre: Historical FictionNovel Study Grade 4 : Unit 5 C

h 1. What happens in this chapter? Just write a 1-2 sentence Esperanza had to watch the babies by herself and it a p

t summary: what is this chapter mostly about? did not go very well but she figured out what to do. e r

There was a dust storm that covered everything in 9

l a dust and made Mama sick. Esperanza is worried s

C

i Mama might die. r u e l a

s 2. This chapter is titled “Las Ciruelas/Plums.” Why do you Pam Munoz Ryan chose Las Ciruelas/Plums as the think Pam Munoz Ryan chose this title for the chapter? title because plums are delicious but if your body is How does this title relate to the main events or ideas in not used to them raw, like the babies, they will make this chapter? you sick. That is just like what happened to Mama because of the dust. She was not used ot it so when the dust storm happened it made her sick, like the plums made the babies sick.

3. Re-read pages 139-143 and think about the challenge Create a T-Chart Label Left Side Challenges Right Esperanza is facing during this point in the novel. Complete the Side Reactions T-Chart below, citing evidence from the text. Challenge: Esperanza did not know what to do when the babies got sick. Reactions:  Esperanza kept changing the babies diapers to try to keep them clean.  Esperanza made rice water to feed the babies hoping it would make them feel better.  Esperanza forgot about the beans and they burned because she was so busy trying to take care of the babies.

4. Make an inference: What does Esperanza’s response to the Esperanza is a problem solver, trying to figure out challenge on page 139-143 tell us about her as a person? Cite what to do in hard situations based on things that evidence from the text to support your answer. she knows form her own experiences. “What did Hortencia give her when she was a child and was sick?...Rice water!” (p.142)

20 Genre: Historical FictionNovel Study Grade 4 : Unit 5 C

h Before Reading Chapter 10 you might want to have students a p

t answer the following questions in small groups and discuss their e r

1 answers then share out 0

L a s

Read the following excerpt from page 157, and then answer the P a p questions below: “Esperanza felt Alfonso behind her, putting his a s hands on her shoulder. She felt the blood drain from her face. She wanted to tell the doctor that she could not lose Mama, too. That she had already lost Papa and that Abuelita was too far away. Her voice strangled with fear. All she could do was whisper the doctor’s uncertain words ‘If she survives.’”.

1. In one sentence, summarize the challenge Esperanza 1. Mama is very very sick and she might not and her Mama are facing at this point in the novel.. ever get better. Esperanza was scared that Mama would die and that she was all alone 2. What does it mean to have blood drain from your face? in the United States. 2. Like when water goes out of a sink in the 3. What does it mean to say Esperanza’s voice was drain, the blood can go out of your face and strangled with fear? look very white. There are two examples of figurative language in this excerpt. 3. When something is strangled it is like choked. Esperanza could not speak because her voice could not get out.

Esperanza went from being a scared little girl who 1. The chapter starts: “Esperanza almost never left Mama’s did not know what to do, to taking charge of the side.” and it ends with Esperanza saying: “Don’t worry. I situation to make things better. “If Esperanza could will take care of everything. I will be la patrona for the somehow get money to Abuelita, then maybe she family now.” How has Esperanza changed in this chapter could come sooner.” (p.165) “I could work in the and what does it mean to be la patrona? Cite specific fields or in the sheds…” (p.166) “…how much evidence from the text to support your answer. depended on her being able to work.” (p.172) Being la patrona means to be in charge, to make sure everything is OK.

21 Genre: Historical FictionNovel Study Grade 4 : Unit 5 C

h What challenges to human rights do characters face in Chapter a p

t 11? How do they respond? As you read, think about this e r

1 question. 1

L o s

A g u a

c 1. Miguel tells Esperanza why they shop at Mr. Yakota’s Everyone should feel like they are being treaty like a a t e store. Explain how Miguel’s comments about Mr. Yakota human being. Miguel says, “Some of the other s connect to the ideas in Article 1 of the UDHR. Be sure to market owners aren’t as kind to Mexicans as Mr. Yakota…He stocks many of the things we need and cite specific evidence from the text. he treats us like people.” (p. 186) Article 1 of the UDHR states: “All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.

2. Look at pages 187-188. Summarize Miguel’s explanation Miguel says, “Americans see us as one big, brown of how the farm workers are treated. Then explain how group who are good for only manual labor…treats us Miguel’s comments and Esperanza’s thinking connect to like outsiders or calls us ‘dirty greasers’.” He is the ideas of Article 2 of the UDHR. Be sure to cite explaining how most people in the United States do evidence from the text. not take the time to get to know them as people. They just want them to work. Esperanza had heard, Article 2 of the UDHR states: “Everyone is entitled to all “There were special sections at the movie theater the rights and freedoms set forth in this Declaration, for Negroes and Mexicans. In town, parents did not want their children going to the same schools with without distinction of any kind, such as race, colour, sex, Mexicans.” language, religion, political or other opinion, national or social origin, property, birth, or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing, or under any other limitation of sovereignty.”

22 Genre: Historical FictionNovel Study Grade 4 : Unit 5 C

h 3. The farm laborers live in two different types of camps. Re- Miguel and Esperanza pick up Marta and her a p

t read pages 192-193. Why are Marta and Ada living in a different mother, Ada on the way back to camp. (p. 192) They e r

were living in a strikers’ camp now because they 1 camp now? What is that camp like? does the author mean when 1

c were “tossed out” of the migrant workers’ camp

o she writes that Marta’s new camp was a “great jumble of n because they were going to strike. There were a lot t i

n humanity and confusion.”? Be sure to cite evidence from the

u of people and a lot of mess. There were guards “for e

d text.

protection”, “only ten wooden toilets for hundreds

of people” and it smelled. (p. 193) “Some people lived in tents” or under “burlap bags” or in “old cars or trucks”. Esperanza saw “the makings of outdoor kitchens.”

23 Genre: Historical FictionNovel Study Grade 4 : Unit 5 C

h Esperanza: Esperanza is scared and wants to run away. “…she a p

t 1. Reread pages 184 and 200. At first, how does Esperanza wanted to run back to the safety of the camp… e r

respond to seeing the strikers? What is most important to anything but this.” (p. 200) Esperanza only wants to 1 2

L her right now? How is she conflicted (confused) about what take care of her mother. “Remember, Mama, I will O

S to do? Cite evidence from the text to support your answer. take care of everything.” (p. 184) “…her mother was

E

S sick. That she had to pay bills.” (p.200) Esperanza P

Á supports why the strikers are doing what they are R

R doing, but does not want to strike herself. “…she did A

G not want anyone’s children to starve.” (p. 200) O S

Esperanza helps Marta escape by keeping her hidden 2. Reread pages 208-211 and page 212. How does Esperanza in the asparagus crates and giving her an apron so help the strikers? Why does she help them? Cite evidence from she could trick the guards. “When you leave, put on the text to support your answer. the apron and carry the asparagus so you’ll look like a worker…” (p. 209). Esperanza believes that the farm workers have a right to work like everyone else. “They have a right to be here.” (p. 209) “More than anything, Esperanza hoped that Marta and her mother were together…” (p. 212)

Favourable means good because the same sentence 3. Article 23 of the UDHR states: “Everyone has the right to talks about working conditions and that is what work, to free choice of employment, to just and favourable people want, good working conditions. Also, the conditions of work and to protection against unemployment.” root word of favourable is favor and that makes me What does the word favourable mean? How did you figure out? think of doing something for someone else so that Would Esperanza agree with Article 23? Why or why not? Use their work is protected. Esperanza would agree with evidence from the text to support your answer. this article because she wants to help the strikers. She helps Marta and the family from the strikers’ camp. Remuneration sounds like it has something to do Miguel with money because of the root word “munerate”. 1. Article 23 of the UDHR states: “Everyone who works has the Also the sentence is talking about work and family right to just and favourable remuneration ensuring for himself and being worthy. Miguel is concerned about the and his family an existence worthy of human dignity, and workers coming in that are willing to work for very supplemented, if necessary, by other means of social low wages, He says, “People cannot survive on such protection.” What does the word remuneration mean? How did low wages.” (p. 203) Yet, he feels that the strikers 24 you figure it out? Would Miguel agree with Article 23? Why or have the right to voice their opinion. He says, “It’s a Genre: Historical FictionNovel Study Grade 4 : Unit 5

25 Genre: Historical FictionNovel Study Grade 4 : Unit 5 C

h 2. Reread pages 196-197. How does Miguel feel about the Miguel basically agrees with the cause of the strike a p

t strike? What is most important to him right now? Cite but is more worried about his own future and sees e r

this as an opportunity for him to do what he wants

1 evidence from the text to support your answer. 2

to do. Miguel says, “What the man says is true… c o

n but…I might be able to get a job at the railroad.” t i n Esperanza thinks, “For him, the strike was an u e

d opportunity to work at the job he loved and to make it in this country…”

3. Reread the last paragraph on page 210. What can you infer Miguel thinks that farm laborers conditions will not about Miguel’s hope about what will change for farm get better and that there will be another strike workers in the United States? Support your answer with eventually. “It is not over…In time, they will be evidence from the text. back…They will reorganize and they will be stronger. There will come a time when we will all have to decided all over again whether or not to join them or not.” Marta: Marta is angry about having to move again because 1. Re-read page 192. How does Marta respond to everything they were going to strike but she is determined to that has happened to her? How does Marta feel about the fight for their rights. “…I’m not welcome here. We strike? What does Marta explain to Esperanza? Cite aren’t going to work under those disgusting conditions and for those pitiful wages.” She is feeling evidence from the text in your answer. hopeful because there are many others who support the strike. “There are hundreds of us…, but thousands around the country and more people join our cause every day.” She feels that Esperanza does not understand. “You are new here, but in time you will understand what we are trying to change.”

2. Article 23 of the UDHR states: “Everyone has the right to form Interests are things that are important for people. and to join trade unions for the protection of his interests.” The article talks about protecting interests and What does the word interests mean in the context of this people protect things that are important to them. Marta and the farm laborers who are striking are article? How do you know? Reread pages 97, 132, 146, and 200. fighting for “…higher wages and better housing…hot What “interests” does Marta want to protect for the farm water” (p. 97, 132) “To eat and feed our children.” 26 laborers? Cite evidence from the text in your answer. (p. 146) “Help us feed our children!” (p.200)s Genre: Historical FictionNovel Study Grade 4 : Unit 5 C

h After reading chapter 13 students will write a compare & I can use evidence from Esperanza Rising that a p

t contrast essay. In order for students to take control of their supports my inferences about two different e r

characters , particularly how the two characters 1 learning, offer them the opportunity to choose two characters to 3

L respond to challenges. ( Students may need

o compare and contrast. Typically, we tell them to whom they s

prompting to focus the compare & contrast to how D

u should compare.

r characters respond to challenges. ) This is where a n

z students will personally choose two characters they o Compare to: s want to compare & contrast. Mama: Chapters (3,4,10) Students can create a Venn Diagram to brainstorm Abuelita: Chapters (3,4,9,10) prior to their written piece.

Miguel: Chapters ( 3,9,11,12) Example of how Esperanza and Marta are alike. Isabel: Chapter ( 7 ) Reread 208-209. How are Marta and Esperanza alike? What does Marta mean when she says that Marta: Chapter 12 she misjudged Esperanza? Explain your answer by citing details from the text. Marta and Esperanza are *Homework Question : At the end of this chapter , Esperanza is alike because they both want to protect and help surprised by something. Explain what happened. their mothers. “I must take care of my mother.” (p.208) At first, Marta thought Esperanza did not care about the workers and did not support the strike but after she helps her escape the immigration officers she changes her mind. Push students to probe further how their chosen characters faced challenges.

27 Genre: Historical FictionNovel Study Grade 4 : Unit 5 C

h How do the “big metaphors” in this novel show up again in these The river a p • t last two chapters? Why do you think Pam Munoz Ryan did this? What do Esperanza and Miguel fight about on e r

pages 220–224? 1 3

& As you read, think about this question. They are arguing about Miguel deciding to dig

1

4 ditches when the Oakies showed up to take over the

L

a Focus specifically on the following sections of Chapters 13 and mechanics’ work. Esperanza is really upset about s

U 14: how they are being treated but is taking it out on v a

s Miguel. She even calls him “a peasant…” like he was

Chapter 13: Los Duraznos/Peaches, pages 220- 225 in Mexico. She wants him to “…speak up for yourself and your talents.” Chapter 14: Las Uvas/Grapes, pages 243-247 • What does Miguel mean when he says he was a second-class citizen in Mexico? (page 222) Chapter 14: Las Uvas/Grapes, pages 248-251 Miguel is referring to the fact that she thought he wasn’t good enough for her. That he was just a Chapter 14: Las Uvas/Grapes, pages 252-253 servant and they stood on opposite sides of the river. (the metaphor of their lives) • What does Esperanza mean when she says she wants Miguel to confront his boss? (page 222) Esperanza wants Miguel to have an argument with his boss. She wants Miguel to tell his boss that he should treat him better, not like a second-class servant. • Why did Miguel call Esperanza a queen? (pages 224 and 18) Miguel has always called her his queen, ever since she referred to him as a peasant in Mexico. At first he did it as an insult because he was hurt she did not think him good enough. Then it became more of a joke. In this chapter, he is hurt again so he meant it as an insult.

28 Genre: Historical FictionNovel Study Grade 4 : Unit 5 C

h The blanket a p • t On page 224, what does Esperanza try to explain e r

to Miguel about her life? Esperanza says, “See these perfect rows?...what my life would have been…Now my life is like the zigzag in the blanket on Mama’s bed.” She means that she cannot predict what is going to happen anymore and it is all messed up in her mind. • At the top of page 224, what might the word prophecy mean? How might you figure this out? Esperanza is referring to the fact that Miguel told her everything was going to be alright. She wanted to know if he was able to predict the future. • On pages 243-247, the author repeats phrases about stitches up the mountain and down the valley. What is the actual definition of a stitch? What is the other meaning in this passage? A stitch is one pass of the thread or yarn and a needle when sewing or crocheting. Because it is a metaphor for Esperanza’s life, the stitches could also mean the events in her life, especially the things that happened to her recently.

The heartbeat • On page 248, where do Esperanza and Miguel go? They went to where they could see the valley and be alone, the top of the hills. • What happens while they are there, and why is this important? What message might the author be trying to give readers? They lie down on the ground and listen to the earth. They hear the heartbeat and she sees another vision, this time a positive one. The author is trying to get readers to understand that things are getting better now and Esperanza now has hope.

29 Genre: Historical FictionNovel Study Grade 4 : Unit 5 C

h The rose a p • t Why do Papa’s roses matter so much to Esperanza? e r

(page 225) To Esperanza the roses are a memory of 1 4

c Papa and all the good things she remembers about o

n her life with him. When she sees them blooming, she t i n

u wants to tell Miguel because she realizes that he e d

would understand, but he has already left.

Grapes/harvest • At the bottom of page 246 through page 247, the author describes the grapes. What are the grapes a metaphor for? How do you know? The grapes are a metaphor about how life repeats itself. Mama had gotten sick at the end of the grape harvest the year before (“Mama had breathed in the dust at the end of the grapes…”), and now they were back again. To Esperanza it meant that they could start the year over, this time with hope. “…the grapes were delivering another harvest and Esperanza was turning another year.” • What did Papa mean when he told Esperanza “Wait a little while and the fruit will fall into your hands?” (pages 223 and page 2) Papa meant that she had to be patient and let things take their time, like when fruit is ripe. It will fall off trees or vines. It tells you when it is ready. C h a p t e r

Vocabulary

30 Genre: Historical FictionNovel Study Grade 4 : Unit 5

*Not in text but crucial for unit – --Foreshadow - to use something in the present to suggest or indicate a future event

These words merit less time and attention These words merit more time and attention (They are concrete and easy to explain, or describe events/ (They are abstract, have multiple meanings, and/or are a part processes/ideas/concepts/experiences that are familiar to your students ) of a large family of words with related meanings. These words are likely to describe events, ideas, processes or experiences that most of your student will be unfamiliar with)

31 Genre: Historical FictionNovel Study Grade 4 : Unit 5

Chapters 1 Chapter 1 resounding (2) vineyard (1), slopes (1), winding (1), gazing (1), thumping (2), Chapter 2 adored Chapter 2 vicious, premonition, cautiously, superstition, bandits, resentment, sympathetic, distinguished, capricious, propriety, crochet, lopsided, property, stubbornly, self-importance, beacon, tormented

Chapter 3 challenge, infer, inference Chapter 3 human rights, discriminatory, anguish, smothered (23), composure, indignation

Chapter 4 smothering, enveloped, scurried, silhouetted, Chapter 4 penetrate, salvage, influence, discreetly, indebted, valise, sprawling

Chapter 5 Point out to students that Chapter 5 marks a Chapter 5 Immigrating From Mexico transition in the setting of the novel: Esperanza has left Mexico, and is traveling to the United States, specifically California. Vocabulary terms setting , transition

Chapter 6 historical fiction, harvest; disembarked Chapter 6 grime, perspiration, slumped, wilted, valise, demeanor, groggily, campesino, barren, sculpted, plunged, reassuring, careening, staccato, bulging, waiting on (as in “serving”) Chapter 7 point of view, perspective, visualize interpret, Chapter 7 willing (as in “will”), tittered, humiliation, ridicule, identify, figurative language, metaphor, symbol; flan, bloom, flan, bloom, meek, wages meek, wages Chapter 8 arroz, shrine, grotto, moats, makeshift, trellis Chapter 8 various, gather, shrugged

Chapter 9 crochet, lopsided, bunched up Chapter 9 protectively, unpredictable, correspondence, zigzag

Chapter 10 confronted, compare, contrast, physically, Chapter 10 fitful, uneasily, valise, hands wide (e.g. emotionally, measurement), scent, uneasily, clutched, intent, listless, depressed, patrona 32 Genre: Historical FictionNovel Study Grade 4 : Unit 5

Chapter 11 explain, argue, record, strike, striking, arguments, Chapter 11 migrant (camp), company (camp); stocks, manual labor, tossed out, makings, spigots, jumble, humanity

Chapter 12 strike, striking, explain, argue, arguments; Chapter 12 remuneration, worthy, menacing, conflicted, favourable, sympathetic, cause, misjudged

Chapter 13 draped, festival, ached, unrelenting ,desire Chapter 13 alyssum, iris, honeysuckle, novena, dedication, devoutly, peasant

Chapter 14 shed, sort, hurried, stacks, relapse, alarm Chapter 14 money orders, valise, tempt, marveled, routine, announcement, mussed , brimmed,

Culminating Task Students should respond using RSSE. Re-Read, Think, Discuss, Write How does Esperanza change over time? Analyze how Esperanza responds to events early and late in the novel. Then compare her response to the two events. What do her responses show about her as a person?

Answer: Student responses should include but not limited to… 1. Your first paragraph will be about a key event in Chapter 5: Las Guayabas/Guavas, when Esperanza is on the train to the United States. You have already planned and drafted this paragraph. Today, you can revise it to make it stronger. 2. Your second paragraph will be about the key event you chose from later in the novel. You have already planned and drafted this paragraph. Today, you can revise it to make it stronger.

33 Genre: Historical FictionNovel Study Grade 4 : Unit 5

3. Your third paragraph is NEW writing that you need to do ON YOUR OWN today. In this paragraph, you should compare (discuss similarities) and contrast (discuss differences). How does Esperanza respond to challenges differently at the end of the novel than she did in the beginning? Be sure to cite specific evidence from the text to support your analysis.

A student created rubric by which they can score their written response will be an excellent culminating activity.

**Additional Tasks Prior to reading Pre Reading Activity: This presentation provides definitions and examples for the main literary devices for this unit (foreshadowing, imagery, metaphor, personification, simile, and symbolism). https://goo.gl/tbyB04

Create a student made Prezi of Esperanza Rising.

Initiate conversations between students and build curiosity about the major themes explored in this novel at: Kahoot ! | Learning Games | Make Learning Awesome! https://play.kahoot.it/#/k/3337/10c8-bb67 Activate prior knowledge from the Road to Equality Unit and embed new images that capture the historical background and setting of the novel through posters, photographs, artwork, etc https:/goo.gl/KX7PG1 “Esperanza Rising Background Knowledge”http://prezi.com/2hqst7pjwwzx/?utm_campaign=share&utm_medium=copy

34 Genre: Historical FictionNovel Study Grade 4 : Unit 5

Explore online resources specifically curated to provide students to background knowledge, context, and additional information that will create a more meaningful and engaging reading experience.http://tg1206.wix.com/esperanza-rising-webquest This presentation provides definitions and examples for the main literary devices for this unit (foreshadowing, imagery, metaphor, personification, simile, and symbolism). https://goo.gl/tbyB04 Tri2_Wk1-2_esperanzarising_study_guide_2.pdf

***Additional Resources Websites www.gwtpic.com/educators www.achievethecore.org www.newsela.com www.tweentribune.com www.Supteachers.com www.teacherspayteachers.com https://www.reading-z.com/book.php?=2984

Note to Teacher

35 Genre: Historical FictionNovel Study Grade 4 : Unit 5

Preview the text before instruction.s Use anchor charts : https://www.weareteachers.com/21-anchor-charts-that

 If something is going to take more time - preview text before instruction, have anchor charts , prepare projects, feel free to enhance or supplement with any additional related text and/or activities.

36 Genre: Historical FictionNovel Study Grade 4 : Unit 5

What Makes This Read-Aloud Complex?

1. Quantitative Measure Go to http://www.lexile.com/ and enter the title of your read-aloud in the Quick Book Search in the upper right of home page. Most texts will have a Lexile measure in this database. 750L

2. Qualitative Features Consider the four dimensions of text complexity below. For each dimension*, note specific examples from the text that make it more or less complex. Meaning/Purpose Structure

Multiple layers of complex meaning are present in There are multiple shifts in points of view, which lend relation to the development of characters. The different perspectives on events of the story. Flashbacks characters in this story are inspirational people who are used in the form of foreshadowing visions and have a direct and profound influence on one connecting them to actual events in the present. In another. addition, character motive is also present and drives the plot.

Language Knowledge Demands The novel Esperanza Rising is set during the Authors often use symbols—people, places, or Depression, and includes scenes in both the things that have their own meaning and also United States and Mexico. stand for something else—to deepen a story’s In this unit, students will explore and apply their new learning about human rights through message. The author of Esperanza Rising uses a a study of how a fictional character responds particular fruit or vegetable as the title of each to human rights challenges. The author chapter to symbolize some emotion or event assumes that readers understand the concepts that occurs in that chapter. There is a mass of strike, unions, boycotts, and how these amount of figurative language used in this text concepts are still relevant today. Be aware of primarily for the purpose of clarifying events students’ home countries or cultural and feeling associated with them. backgrounds in your class. You may have students who have lived in Mexico that can contribute a wealth of knowledge.

3. Reader and Task Considerations  What do you want your students to accomplish with the text, and how will you implement this in your lesson? Students need to be able to follow multiple characters throughout the text. They need to see how characters interact, impact the plot, and change. These skills will be implemented through characterization, character analysis activities comparing and contrasting characters, as well as sequencing events of the plot through analysis of characters’ actions.

*For more information on the qualitative dimensions of text complexity, visit http://www.achievethecore.org/content/upload/Companion_to_Qualitative_Scale_Features_Explained.pdf Genre: Historical FictionNovel Study Grade 4 : Unit 5

 How will you guide your students to construct meaning and grow as readers, based on the theme and content of this particular text? Each chapter will include text dependent questions to engage the students in exploration and discussion of the characters. We will introduce and assist students with selection vocabulary. These practices will assist students in selection vocabulary. These practices will assist students in constructing meaning to the value of words and how things are not always as they seem.

*For more information on the qualitative dimensions of text complexity, visit http://www.achievethecore.org/content/upload/Companion_to_Qualitative_Scale_Features_Explained.pdf