Literature Unit Esperanza Rising by Pam Munoz Ryan

Sheryl Ledvina

Literacy in the Intermediate Grades – Marian University

Literature Unit – Esperanza Rising by Pam Munoz Ryan

November 22, 2011 Themes:

*Family & Friend Relationships: Most of the story revolves around Esperanza’s relationships with her family and friends. The book develops a strong understanding of loyalty, devotion and unselfishness through a child’s eyes in regards to her connections to family and friends.

*Loss and Perseverance: Throughout the book Esperanza as well as her Mother, Grandmother and friends must face great hardship but although with the hardship they must sacrifice a great deal they are drawn together to face the difficulties and in these experiences Esperanza learns to stand on her own and to not be afraid to start over.

*Immigration – This book highlights the process that some Mexican people experienced in coming into the United States. Immigration is an interesting and rich curriculum subject. Extended curriculum could cover people from other countries that have immigrated here, the reason for immigration, the process many took to come to the US, Ellis and Angel Islands.

*Discrimination – The story line shows in great detail the experiences of Esperanza and her family in regards to discrimination. How they were treated by the US government, the US farmers they worked for and also their own people while in the US. Extended curriculum could include other forms of discrimination including those with disabilities, women, and other cultures. Curriculum could also cover Civil Rights

Hispanic language and culture- The book gives great insight into Hispanic culture from the past. Details are given on the types of homes in Mexico, the farming communities, lifestyles of those in different status. Throughout the book the use of Spanish is prevalent – introducing young readers to Spanish vocabulary with a tie in to English comprehension.

Country of Mexico – Logistic information of the relationship between the United States and Mexico. Esperanza’s home and her long journey to the US is laid out for students to understand and follow.

Great Depression – The book covers how those who immigrated into the United States during the great depression where treated. It also provides some insight into how the US attempted to adapt to the loss of financial stability, such as hiring migrant workers in the fields due to lower wages.

*Indicate themes covered at times in this unit. Learning Objectives (4 Minimum)

Students will be able to:

Describe changes in Esperanza’s personality from the beginning of the book to the end of the book and will be able to make connections to Esperanza’s experiences and the changes that occur in Esperanza.

Understand and use selected vocabulary words in predicting use in story as well as in assignment writing of sentences.

Use summarizing techniques to give organize details from the story using who, what, when, why, how and where

Define symbolism and explain how symbolism is connected to Esperanza’s life. They will additionally be able to recognize symbolism in their own life.

Use imagery by drawing to express feelings that occur with descriptive literature.

Recognize the significance in family relationships and will be able to describe Esperanza’s family and friend relationship and how these changed throughout the story and what caused the changes. Background Knowledge needed to teach this unit:  Understanding of the economic, political and cultural environments in both Mexico and the United States in the 1930’s. To include knowledge of the great depression in the US and its effects in the areas of agriculture and immigration. Also the value of land ownership in Mexico in respect to status.  An understanding of the importance of family within the Hispanic culture  Knowledge of the logistics of Mexico and the United States.  Understanding of child-adult relationships and the coming of age.  Knowledge of types of immigrant discrimination addressed in the story such as unfair wages and poor living conditions.  Understanding of immigration processes within the United States such as border crossing and the use of the islands of Ellis and Angel in the immigration process.

Vocabulary Words (10 Spanish words and 15 English) (3 Vocabulary Activities) Esperanza Rising introduces students to many Spanish words. I have included some of the higher frequency words that appear in the book as vocabulary words. I think it would be helpful for the students to have exposure to these words and their meaning for better understanding and comprehension of the story.

fiesta - party quinceañeras – teenage birthday party vaqueros - cowboy compañero -companion abuela - grandmother gracias – thank you de nada – your welcome dulces -sweet rápido - quick casa – house arbor (ar-bur)noun A small shelter made of or surrounded by trees, shrubs, vines, or other plants capricious (kuh-prish-uhss)adjective Unpredictable or tending to change direction without any obvious reason careening (kuh-reen-ing)verb Swaying from side to side crochet (croh-shay)verb A kind of needlework made with a hooked needle and thread or yarn immigration (im-uh grash-uhn)noun The act of moving to another country to live there permanently makeshift (make-shift)adjective Something made in a not sturdy way from whatever materials are available mesmerized (mez-mer-ized)verb To spellbind or fascinate in a hypnotic way migrant (mye-gruhnt)noun Someone who moves around doing seasonal work such as picking crops mussed (muhs-ed)verb Untidy or wrinkled as in clothing or hair panorama (pan-uh-ram-uh)noun A wide or complete view of an area premonition (pree-muh-nish-uhn or prem-uh-nish-uhn)noun A feeling that something is going to happen, especially something bad or harmful remnants (rem-nuhnts)noun Pieces or parts of something that are left over stagnant (stag-nayt)verb Something that is suffering from not being active or moving forward such as polluted water or a person stuck in a situation unrelenting (un-ri-lent-ing)adjective Not letting up or weakening in determination vineyard (vin-yurd)noun An area of land where grapes are grown (Spanish vocabulary taken directly from text. English vocabulary word list retrieved from Scholastic.com)

Vocabulary Activities:  Word Wise – the 25 pre-chosen vocabulary word are posted in the classroom on a chart. Each day during the unit one student chooses a vocabulary word. The teacher will reinforce correct pronunciation of the word. The student that chose the word will look up the definition in the dictionary and shares it with the class. The students will then write the word in their vocabulary notebook. Later on as they are reading the story they will note the page that they found the word on in their notebook.

 Predict-o-Gram: (Pre and post reading of the book activity) Student will take the list of the vocabulary words and will predict how the word will be used in the story in terms of type. Students will be given choice of:

Setting, Characters, Story Problem, Plot and Resolution

Once they have completed the placement of the words a discussion can be held to talk about why they feel they fit in each category. After the book has been read students can go back and look at where they placed the words and discuss their accuracy and how after reading they can use what they know to correct. (attached chart. This activity was taken from textbook – Creating Literacy Instruction, Gunning. Page 273- 274)

 Crossword Puzzle: Students will be given crossword puzzle which contains several of the vocabulary words from the book. Students will be asked to complete crossword puzzle. (crossword puzzle attached – teacher made from website edhelper.com) 3 Comprehension Activities

 Preparational Strategies: Predicting - This strategy will be used after the break on page 46. Student will be asked to relay on the information (evidence) that they have read up to this point to predict the outcome of Esperanza and her mother homelessness as a result of the fire. Question: “What do you think will happen next – be sure to base this upon the information that the story has provided you up to this point” A graphic organizer will be used in this lesson to allow for students to be able to organize what they think may happen based on the story evidence and then later check their responses. This is important for student to be able to give the students a vested interest in the continuation of the story. They have evaluated the story based on what they knew before reading the story and what they have read to the point and will have hopefully developed an intrigue to know if their predictions are going to be correct. (Attached graphic organizer –Predict and Infer Chart – Retrieved from havefunteaching.com)

 Organizational Strategies: Summarizing – This strategy will be used after each chapter. A beach ball will be utilized in this activity. The words who, what, when, why, where and how will be written on the ball. The ball will be tossed to students and they must have a summary answer which corresponds to the word closest to their right hand in reference to the last chapter read. A flip chart with the topic words written and the teacher will write the summaries given under each heading. This chart will be kept for reference as the story proceeds. This way the students can watch the story developed and grow in summary form from chapter to chapter. The teacher will model the ball passing activity for the first chapter to insure understanding of the expectations is clear for the students. Assessment: Oral assessment will be implemented in this activity as each child receives the ball teacher will note the ability of the child to recognize the appropriate summarizing information in regards to each chapter.

 Elaboration Strategies: Imaging: The book does not have any pictures in it however, I had such vivid imagery in my mind of what the characters and scenery looked like I had to go back and look through the book because I was sure that must have been pictures. The book does an amazing job of creating strong visual connections for the reader. I think this is important for the students to focus on this imagery as they read through the story. After each chapter I will read a paragraph or two from the story and the student will listen quietly (eyes closed preferably) After I will ask them to draw the scene what they visualize from the paragraph using the descriptive words, color and visions they produce and their feelings. Assessment: Students work will be collected after each chapter and will be evaluated by the teacher for appropriate connections within their drawing to the descriptive words in the paragraph written. Pictures will then be displayed in the classroom on the share board.

2 Graphic Organizers  One organizer will be used during the comprehension activities. This will be the Predict and Infer chart.  The second graphic organizer will be used during the reading and writing portion. Called the Compare and Contrast – This will be used for characters Esperanza and Miguel (Organizer retrieved from havefunteaching.com)

20 Discussion Questions (based on Blooms)

Knowledge Questions 1. Each year Esperanza received the same gift for her birthday. What was this gift and why was this gift important to Esperanza?

2. Who did Esperanza say she wanted to marry in the beginning of the book and why?

3. After Papa dies, Esperanza’s Uncle Tio Luis asked Esperanza’s mother to marry him. What is the reason that Tio gives her for wanting to marry him and is further explained by the lawyer?

4. What causes Esperanza’s mother to become so ill?

5. List some of the challenges that Esperanza faces when she first moves to the camp. Why are these things so difficult for her?(*)

Comprehension 6. Esperanza was considered to be from a wealthy family while living in Mexico. Explain why the Ortiz family was considered wealthy and a different from Miguel’s family?

7. Esperanza turned 13 in the beginning of the story however she was excited about her birthday which would occur in 2 years called quinceaneras. What was the significance of this 15 th birthday for girls?

8. Describe some specific forms of discrimination that were exposed in the book. Do these same types of discrimination still occur in our society?

Application 9. Give some examples of how Esperanza changes from the beginning of the book to the end of the book. Be specific with your examples.

10. From the information that you read in the book can you plan out a typical menu of foods you would like to eat from Mexico? Food must have been mentioned in the story somewhere.

11. Have you ever experienced being discriminated against or know someone that has been. Tell what happened and how it made you feel.

Analysis 12. Why does Esperanza dislike Marta when they first meet? What makes her change her mind about Marta? (*)

13. Why do you think that Miguel took Esperanza’s money without telling her? Why did he not just explain what he planned to do with it?

14. There were many things that were good and bad about working in the fields – make a list of the pros and cons of the working on the farms.

15. Explain the title of the book. How does it relate to the story? Use details from the story to support your point of view. (*)

Synthesis 16. If you would have found Marta hiding while the police were arresting immigrants would you have turned her in? Explain your thought on why Esperanza did not turn her in even though she put herself at risk?

17. Papa's words, "Wait a little while and the fruit will fall into your hands," are said by Miguel in a heated argument with Esperanza. How does this idea relate to the titles of the chapters in this novel? How does this relate to the end of the novel when Esperanza is retelling all the events from California to Abuelita?(*)

Evaluation 18. If Esperanza’s mother had agreed to marry Tio Luis how might Esperanza’s life be different? Do you believe she would have lived happily on her homeland?

19. What will happen to Esperanza now? Begin a new chapter for Esperanza and explain what life experiences you think she will face in the future.

20. How would you feel if you had to move to a foreign country where you did not speak the language and find a job? What strategies would you use to help you become adjusted? (*) These questions were retrieved from Scholatic.com or Literature questions from book

10 Books (similar) for expanded reading

Atticus of Rome, 30 B.C. by Barry Denenberg A young boy has been captured and sold as a slave to an aristocrat who's looking for a spy. Will Atticus be able to untangle a web of lies and stop a murderous plot? Blue Jasmine by Kashmira Sheth When Seema moves from India to Iowa City, she leaves behind not only her beloved grandparents, but everything familiar, from food to clothes. Call Me Maria by Judith Ortiz Cofer Poems, letters, and prose tell the story of a young girl's journey from Puerto Rico to New York City. The Circuit: Stories from the Life of a Migrant Child and Breaking Through by Francisco Jiménez Two books tell a true story of struggle and triumph. The first races the author's migration from Mexico to "El Norte" and follows the family's journey from one farm to the next. In the second books, the author relives the hardship and prejudice his family faced as migrant farm laborers. The Diving Bell by Todd Strasser Growing up on an island off the Yucatan Peninsula, Culca is forbidden to be a pearl diver like her brother. But a desperate situation forces her to use her knowledge of the sea to try to save her brother's life. Going Home by Nicholasa Mohr Felita longs to visit the land her Abuelita told so many stories about. But once she arrives in Puerto Rico for the summer, things are not as she expected. Homeless Bird by Gloria Whelan At the age of 13, Koly must leave her family for an arranged marriage to a boy she's never met. But circumstances change dramatically after the wedding and she takes an unexpected journey toward finding herself. Molly Moon's Incredible Book of Hypnotism by Georgia Byng Molly Moon's life at the horrid British orphanage changes forever when she happens upon a book in the library about hypnotism. Survival in the Storm: The Dust Bowl Diary of Grace Edwards, Dalhart, Texas, 1935 by Katelan Janke In this book from the popular Dear America series, readers step into the life of one young girl growing up during the Great Depression. Taking Sides by Gary Soto Lincoln Mendoza just wants to play basketball, but moving from the poor inner city to a wealthier — and mostly white — neighborhood brings up issues that can't be solved on the court. Also by the author of Esperanza Rising: Becoming Naomi Leon by Pam Muñoz Ryan Naomi's quiet life with Gram is shattered when her mom shows up and wants Naomi to live with her. Will a search for Naomi's father in Mexico help her situation, or just make it more complicated? Riding Freedom by Pam Muñoz Ryan Growing up in an orphanage, Charley connects more with horses than with the strict staff. The horses might just hold the key to her freedom. http://www.scholastic.com/esperanza/popups/booklist.htm

4 Reading and Writing Activities

 Teacher will discuss what symbolism is and give examples of symbolism in our lives and in literature. Eg: Lions- authority, bravery and power Doves – peace and tranquility Snakes – evil and terror Or the bell ringing at the end of the day A red hexagon sign on the street The students will then think about things that have they are aware of that have some symbolic meaning and discuss with a partner. After discussion have a few students give examples. Teacher will discuss that Pam Munoz-Ryan used lots of symbolism in her writing of Esperanza Rising. Give example of Esperanza doll – symbolized Esperanza childhood as it was the last gift from her father, giving it away signified Esperanza growing up. The author named each chapter after a fruit. What is the significance of this? Discuss why author may have chosen to do this. Assignment is to complete worksheet: Literary Elements. The sheet lists each chapter and the fruit or vegetable that is connected to the chapter. Students will go back and review each chapter to find the written use in the chapter and try to assess for what the symbolism is. The worksheet will be completed after each chapter and handed in to teacher for evaluation. Assessment: Along with oral evaluation during guided practice time students will complete the worksheet showing their understanding of the symbolism between the fruit or vegetable that is named in the chapter and what they believe the author is trying to symbolize in each chapter.

(work sheet attached: retrieved:http://my.hrw.com/nsmedia/novelwise_ms/find/bytitlepdf/espera nza_rising_pdfs/esperanzarising_symbolism.pdf )  Students will be asked to think about the characters of Esperanza and Migual – though they come from a same area of Mexico they have many differences. They also have many similarities. Students will be asked to think about these two characters and compare and contrast them using the graphic organizer titled Compare and Contrast.

Writing Activities:

 Students will discuss Esperanza’s excitement for her birthday. Celebrations are similar in many ways in Mexico as in the United States. Students will discuss parties in both the US and Mexico. Vocabulary words: fiesta and quinceaneras will be discussed and reaffirmed. Students will be asked to write a story about a favorite birthday they have enjoyed or a favorite gift or toy that they have received for a special occasion such as a birthday or a holiday. Students will be expected to write at least 2 paragraphs and will be aware of correct spelling and grammar, sentence structure ect. Assessment: Journals will be collected and evaluated based on attached Rubric – 6 Trait+ Surprise! RubiStar ( http://rubistar.4teachers.org )

Writing activity: Esperanza missed her friend Marisol very much. If Esperanza had an opportunity to write to her friend back in Mexico what would she tell her about America? Pretend you are Esperanza and write a letter to Marisol with everything you want to tell her about your new life and how you have learned to start over in a new home. Students will be instructed to use appropriate letter writing techniques such as beginning and ending salutations, neatness ect. Students will also be given an envelope to address appropriately with names addresses ect. Assessment: Letter will be collected along with envelope and will be reviewed by teacher for accuracy and also originality of letter contents. Attached Rubric – Esperanza writes to Marisol RubiStar ( http://rubistar.4teachers.org )

3 selections of Poetry The poetry I selected can be used for different activities. The first poem was written by the author of Esperanza Rising. It is her account of what poetry is and how it comes out on paper. Teachers could use to discuss metaphor and simile use in poetry. The second and third poems both by Mark C Bird I very much liked to introduce the concept of never giving up on your dreams even in bad times and the future is always changeable to be what you want it to be. I think these poems are well written for children to understand and to be able to pull meaningfulness out of them.

“I am poetry, surrounding the dreamer, Ever present, I capture the spirit, enslave the reluctant pen, and become the breath on the writer's only road.” ― Pam Muñoz Ryan

Retrieved from -http://www.goodreads.com/author/quotes/1244538.Pam_Mu_oz_Ryan

Say I Fail? Say that things don’t work out? Say I fail the test? Say I’m just not good enough? Say I did my best? Say my friends all snigger? Say they think I’m mad? Say I’m just a loser now? Say they call me sad? Say that I'm embarrassed? Say I lose esteem? Say disaster strikes again? Say I drown in dreams? Say I never even try? Say I don’t begin? Say I put it off for now? Say regret sets in? Say that I just give up? Say I never dared? Say that I look back and think - ‘I could have but was scared.’ Say I might just make it? Say that I deserve? Say I keep believing big? Say I test my nerve? Say what I imagine, Say I see it through, Say this dream up in my head - Say it will come true? Say I never give up? Say I plant the seed - That roots, and shoots and blossoms? Say that I succeed? ©2009 Mark C Bird Retrieved from -http://www.ps4k.com/kids-poems/children-inspirational-poems- believe/say-i-fail.html A Bag Called Me Be a kid Enjoy the ride Pause a while Step outside Frozen now For shortest time Look around Upwards climb Scan the view and hold it still Come back soon You never will So what you can Pack in your case And take it to A future place When you’re there Way down the line Open it Let it shine Reminding you from green to gold What you held You still hold Awe, belief Hope and fear Carried all From then to here What you were Is what you be Past and present In a bag called,‘Me.’ @2009 Mark C Bird Retrieved from - http://www.ps4k.com/kids-poems/children-poems-think/a-bag-called- me.html

Ideas for differentiated instruction using novel Throughout the unit there are opportunities to adjust the lessons to help insure understanding for all students. Some area’s that would allow for differentiated instruction would be the vocabulary activities. These activities could be done in pairs or in groups to allow the students immediate feedback while working on the activity. The comprehension activities would be best differentiated by one on one instruction with the teacher. The predicting activities could be done as an oral assignment with the teacher discussing the possible of outcomes. Since this is a chapter to chapter activity it may be done for a few chapters with individualized assistance and then possibly once the student has basic understanding they could be encouraged to work through a chapter on their own. The reading and writing activity on symbolism could be adjusted by providing students with pictures of the items that are common used in symbolism and could include those that were used in the book for symbolism such as a rose, Esperanza’s doll and her Grandmother blanket. Visual cues often help students grasp the concept quicker. The imaging exercise could be changed to include a list of items to that the student may want to add to their picture – this may help them capture what is being covered in the (auditory) short reading part of the activity. I think it is important not to provide real pictures but providing the students key words may be helpful to those students that need the visual connection in order to complete the assignment.

5 assessments activities

Assessments will be done throughout the unit and have been added highlighted in red .

RubiStar Rubric Made Using: RubiStar ( http://rubistar.4teachers.org )

6+1 Trait Writing Model : Surprise!

Teacher Name: Sheryl Ledvina Student Name: ______

CATEGORY 4 3 2 1 Sentence Length Every paragraph has Almost all Some sentences Sentences rarely (Sentence sentences that vary paragraphs have vary in length. vary in length. in length. sentences that vary Fluency) in length.

Grammar & Writer makes no Writer makes 1-2 Writer makes 3-4 Writer makes more Spelling errors in grammar or errors in grammar or errors in grammar or than 4 errors in spelling that distract spelling that distract spelling that distract grammar or spelling (Conventions) the reader from the the reader from the the reader from the that distract the content. content. content. reader from the content.

Flow & Rhythm All sentences sound Almost all sentences Most sentences The sentences are (Sentence natural and are easy- sound natural and sound natural and difficult to read aloud on-the-ear when are easy-on-the-ear are easy-on-the-ear because they sound Fluency) read aloud. Each when read aloud, but when read aloud, but awkward, are sentence is clear and 1 or 2 are stiff and several are stiff and distractingly has an obvious awkward or difficult awkward or are repetitive, or difficult emphasis. to understand. difficult to to understand. understand. Adding The writer seems to The writer seems to The writer relates The writer has not Personality be writing from be drawing on some of his own tried to transform the knowledge or knowledge or knowledge or information in a (Voice) experience. The experience, but there experience, but it personal way. The author has taken the is some lack of adds nothing to the ideas and the way ideas and made ownership of the discussion of the they are expressed them \"his own.\" topic. topic. seem to belong to someone else. Focus on Topic There is one clear, Main idea is clear but Main idea is The main idea is not (Content) well-focused topic. the supporting somewhat clear but clear. There is a Main idea stands out information is there is a need for seemingly random and is supported by general. more supporting collection of detailed information. information. information.

Date Created: Nov 22, 2011 05:29 am (CST)