Enrique’s journey



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  • ENRIQUE’S JOURNEY
  •  
  • THE STORY OF A BOY’S DANGEROUS ODYSSEY TO REUNITE WITH HIS MOTHER
  • Sonia Nazario
  • LESSON 3
  • Chapters 4,5 & 6

Reveal one piece of the image at a time.

  • Reveal one piece of the image at a time.
  • Make a prediction of what you believe the image is based on the evidence presented.
  • You may change your prediction with each new piece of evidence.
  • En la Misma Página 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, Traducción, Sandra Macias, PVUSD
  • En la Misma Página 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, Traducción, Sandra Macias, PVUSD
  • En la Misma Página 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, Traducción, Sandra Macias, PVUSD
  • En la Misma Página 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, Traducción, Sandra Macias, PVUSD
  • En la Misma Página 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, Traducción, Sandra Macias, PVUSD
  • En la Misma Página 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, Traducción, Sandra Macias, PVUSD
  • En la Misma Página 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, Traducción, Sandra Macias, PVUSD

Write your first response to this photograph. What are your predictions? Support your predictions with evidence. Write down a few thoughts.

  • Write your first response to this photograph. What are your predictions? Support your predictions with evidence. Write down a few thoughts.
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

The Veracruz hospitality has vanished.

  • The Veracruz hospitality has vanished.
  • One Mexico City woman wrinkles her nose when she talks about migrants.
  • She is hesitant to slide the dead bolt on the metal door of her tall stucco fence.
  • “I’m afraid of them. They talk funny. They’re dirty.”
  • Enrique starts knocking on doors. (p. 126)
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

Look at the series of images projected.

  • Look at the series of images projected.
  • How do these pictures relate to Enrique’s Journey? How do you know?
  • Write down a couple of sentences and share your ideas with your group.
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
  • En la Misma Página 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, Traducción, Sandra Macias, PVUSD

Culvert is a …

  • Culvert is a …
  • person who converts to a new religion or way of believing
  • cement structure that allows water to flow under a road, railroad, trail, or similar obstruction
  • someone who causes harm to another person
  • Enrique crawls into a three-foot-wide concrete culvert, one of several in a field north of the station…Outside the culvert where Enrique hides, trains clang and crash as they add and subtract cars, forming trains that are nearly a mile long. (p. 128)
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

Agree/Disagree

  • Agree/Disagree
  • Poor people leave their country out of a deep necessity, not because they want to.
  • Refugees are safe and protected within the walls of a church, temple or sanctuary.  
  • People who help feed, clothe, hide and protect migrants can be arrested for breaking the law.
  • Even in Veracruz, where strangers can be so kind, the authorities cannot be trusted.
  • Por uno pagan todos. One sins, and everyone pays.
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

Chapter 4: Gifts and Faith, p. 101-135

  • Chapter 4: Gifts and Faith, p. 101-135
  • How does religious faith help the migrants on their journey? (p. 101-102)
  • SMALL BUNDLES
  • Describe the generosity that migrants often experience in Oaxaca and Veracruz. Why do people give gifts in Oaxaca and Veracruz? Explain. (p. 103-105)
  • What kinds of gifts do they offer? Why does the author state that these are “unlikely places for people to be giving food to strangers”? (p. 105)
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

DIALOGUE READ (Bottom of page105- 107)

  • DIALOGUE READ (Bottom of page105- 107)
  • According to Nazario, why do people offer to help the migrants passing through Oaxaca and Veracruz? (p. 106-111)
  • How does the local bishop and priests protect the migrants? (p. 107-108)
  • We have learned how so many people come to the aide of migrants. How are Jesús and Magdalena helping migrants? (p. 109-110)
  • What civil action have people taken on to support migrants? Provide examples. (p. 111-114)
  • SMALL GROUP WORK- Read about the acts of kindness and resistance on the part of small town heroes. Choose your “hero.” Describe the situation and the outcome. Share what you learned with the class. (p. 105-119)
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

NEW CARGO

  • NEW CARGO
  • According to Nazario, how do migrants protect themselves from being deported once they reach a big city? (p. 120-121)
  • THE MOUNTAINS
  • How do migrants care for one another? Why is this camaraderie important to their survival? Yet, why are friendships “fleeting”? Explain. (p. 122-124)
  • Describe the conditions while traveling through the mountains and tunnels. (p. 124-126)
  • SUSPICION
  • What experiences caused city residents to be suspicious and fearful of migrants? Explain. (p. 126-127)
  • Once migrants reach Mexico City, what dangers do avoid in order to continue their journey north? (128-130)
  • What decision does Enrique make in order to survive his journey north? Explain. (p. 131-132)
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

THE TRUCKER

  • THE TRUCKER
  • Dialogue Read (p. 132-133)
  • Why are truckers reluctant to pick up migrants? If you were a trucker, would you offer a ride to a migrant? Explain your answer. (p. 132-133)
  • How did Enrique survive the last sixteen miles to the border? (pm 134-135)
  • Chapter 5: On the Border
  • ON THE BORDER
  • What does Enrique have to do in order to contact his mother? How is Enrique “challenging the unknown”? (p. 137-139)
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

A REFUGE

  • A REFUGE
  • What makes the encampment a haven for migrants? What immediate dangers await them? (p. 139-140)
  • How does Enrique survive and prepare to cross the river? (p. 140-141)
  •  
  • A LIFELINE
  • How are the two churches and people like Leti Limón lifelines for the migrants? (p. 141-142)
  • Compare Ermis, Gabi and Kelvin’s stories with that of Enrique’s. What have they had to endure? (p. 143-146)
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

A SMUGGLER

  • A SMUGGLER
  • What do you learn about El Tiríndaro, Los Osos and the river encampment? Why does Enrique feel safer there? (p. 147-148)
  • What is a patero? What dangers are associated with this work? (p. 148-149)
  • Why is Enrique protected? Explain. (p.149)
  • How does Enrique earn money while living on the border? (p. 150)
  • How does El Tiríndaro take care of Enrique? Would you trust El Tiríndaro? Explain your response. (p. 151)
  • How does Enrique’s luck run out? How does he continue to move ahead and not feel defeated? (p. 152-154)
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

MOTHER’S DAY

  • MOTHER’S DAY
  • Read Aloud/Dialogue Read different realities for many of the mothers who had to leave their children behind. (p. 155-158)
  • A SETBACK
  • Describe the various setbacks that Enrique experiences. Why does he get discouraged? (p. 158-161)
  • THE MOMENT
  • What are the various options that exist for migrants to cross into the United States? Weigh the pros and cons in a graphic organizer:
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
  • Pros
  • Cons
  • Crossing the Río Grande
  • Freight trains
  • Walking across the border

What is often the fate of migrants who cross the border? (p. 163-164)

  • What is often the fate of migrants who cross the border? (p. 163-164)
  • What is making it more difficult for migrants to cross successfully? (p. 164-166)
  • Yet, why are many migrant glad to be caught? Explain. (p. 167)
  • What decision does Enrique make? Explain his reasons. (p. 168-169)
  • PADRE LEO’S HELP
  • How is “Padre Leo’s heart bigger than his collections”? How does he differ from other priests? Explain. (p. 170-174) Create an Open Mind for Padre Leo. Use quotes from the book and include character traits.
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

What complaints did others have about the migrants? Give some examples. (p. 175-176)

  • What complaints did others have about the migrants? Give some examples. (p. 175-176)
  • Dialogue Read (p. 178) Describe the conversation between Enrique and his mother, Lourdes. How does he “feel her love?” (p. 178) 
  • Chapter 6: A Dark River, Perhaps a New Life, p. 179-196
  • Dialogue Read (p. 179-181) Describe Enrique’s journey across the river.
  • What often happens to migrant children who get caught? (p. 181-182)
  • How do you think Enrique feels when he “stands for the first time on U.S. soil? (p. 183)
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

NEARLY FROZEN

  • NEARLY FROZEN
  • Why is this the most difficult part of the journey? Explain. (p. 183-184)
  • PUFFS OF CLOUDS
  • How does Enrique’s journey end? What do you learn about El Tiríndaro, el patero? Is Enrique safe? Explain. (p. 185-186) 
  • LOURDES
  • How have the years transpired for Lourdes? What is her greatest desire? How do you know? (p. 186-187)
  • Dialogue Read (p. 188) How is Lourdes convinced that Enrique has made it to the U.S. alive? What must she do?
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

WAITING

  • WAITING
  • Dialogue Read (p. 188-190) Describe the homecoming for both Enrique and Lourdes.
  • A TWIST
  • Initially, how do stories like Enrique’s have a fairy tale ending, “living happily ever after?” (p. 191)
  • How does reality intrude? How do the children and the mothers respond? (p. 191)
  • Dialogue Read (p. 192-193) What do both Enrique and Lourdes learn about each other’s lives? How is the trailer awash in guilt? Explain. (p. 192-193)
  • Dialogue Read (p. 194-196) How do Enrique and Lourdes adjust to their new lives together? What will become of María Isabel?
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

Synonyms or words with similar meanings

  • Synonyms or words with similar meanings
  • Find the synonym of each underlined word in the sentence, using the context to help you find the meaning.
  • Write a sentence using the new word.
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

The (1) impetus to help comes from the local bishop. (p. 107)

  • The (1) impetus to help comes from the local bishop. (p. 107)
  • It rolls through (2) putrid white smoke from a Kimberly-Clark factory that turns sugarcane pulp into Kleenex and toilet paper. (p. 122)
  • Beyond a range of (3) verdant mountains he sees the snow-covered Pico de Orizaba, the highest summit in Mexico. (p. 123)
  • Enrique starts knocking on doors. He begs for food. In Mexico City, crime is (4) rampant. (p. 126)
  • Yet when she is asked about migrants, she stops knitting a blue shawl and stiffens; her (5) demeanor turns cold. (p. 126)
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

Before, when he made it this far, he spent the night curled up in the (6) culvert with other migrants. (p. 128)

  • Before, when he made it this far, he spent the night curled up in the (6) culvert with other migrants. (p. 128)
  • He is (7) stymied. For days, Enrique has been stuck in Nuevo Laredo, on the southern bank of the Río Bravo. (p. 137)
  • He has been stuck here for weeks, and he (8) trumps everyone. (p. 146)
  • Some of Enrique’s campmates say they were (9) apprehended when a rancher pointed a pistol at them, told them to freeze, and then dialed the U.S. immigration agents on his cell phone. (p. 163-164)
  • Padre Leo is so (10) disheveled that visitors sometimes mistake him for one of the poor, dirty migrants sitting outside. (p. 170)
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

Choose one quote below and write in it your literature log.

  • Choose one quote below and write in it your literature log.
  • Summarize the main points of the text, rewriting it in your own words.
  • How does this quote apply to you and your life?
  • What can we learn from this person’s words?
  • How can others benefit from this knowledge?
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

Por uno pagan todos. One sins, and everyone pays,” he says. Oscar Aereola Peregrino (p. 127)

  • Por uno pagan todos. One sins, and everyone pays,” he says. Oscar Aereola Peregrino (p. 127)
  • Only one smuggler in ten, says a nun at the Parroquia de San José, is trustworthy. (p. 168)
  • “Either we are with the poor, or we are not. God teaches us to most help the poor. Any other interpretation is unacceptable.” (p. 172)
  • Children like Enrique dream of finding their mothers and living happily ever after. For weeks, perhaps months, these children and their mothers cling to romanticized notions of how they should feel toward each other. Sonia Nazario (p. 191)
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

In order to understand the social, political and economic background of Enrique’s Story, it is important to learn firsthand from primary and secondary sources of the immigration issue and to read from various points of view.

  • In order to understand the social, political and economic background of Enrique’s Story, it is important to learn firsthand from primary and secondary sources of the immigration issue and to read from various points of view.
  • “For some journalists, research means sitting at a computer and surfing Google…For Sonia Nazario…it means leaving home for months at a time to sit on top of a moving freight train running the length of Mexico,” risking her life… San Francisco Chronicle
  •  
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

Compare and contrast two articles:

  • Compare and contrast two articles:
  • In Mexico, Central American Immigrants Under Fire
  • Videos: Desperate Migrants Ride the 'Train of Death' All For a Piece of The American Dream
  • Fill in the matrix with your interpretation of the article and video
  •  
  • In Mexico, Central American Immigrants Under Fire
  • Videos: Desperate Migrants Ride the 'Train of Death' All For a Piece of The American Dream
  • Summarize the writer’s point of view.
  •  
  •  
  • Who was responsible?
  •  
  • What actions have been taken?
  •  
  • What unresolved questions still remain?
  •  
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

Here are some choices in English:

  • Here are some choices in English:
  • Desperate migrants ride the 'Train of Death' all for a piece of the American Dream: http://news2.onlinenigeria.com/world/279699-desperate-migrants-ride-the-train-of-death-to-get-to-the-u-s-risking-violent-attack-rape-and-kidnap-video.html
  • Mexico’s Train of Death: http://www.youtube.com/watch?v=-sqYtSfkZj4
  • Migrant Train of Death: http://www.youtube.com/watch?v=Yj1TaxqePmc
  • Amnesty International video "Migrants on the Move in Mexico" https://youtube.googleapis.com/v/sMiVOsr5lyI?f=videos&app=youtube_gdata&ytsession=wxPrAs6v61XU7Bzf6YcSH4kDTF03hg2sX3MypHXgHLLyVFwIKzEjwrUoo8uwWQ0FKRslY52W6pdFUgS31Z8xrIxxZvwrkBh2p9KyADTjandg9gAjPer_i-Y0qn4bP2gNcDX_EXObuJ55EoMMEwafIw
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

Choose a photo from the selection of photographs between 162 and 163. Answer the following photo analysis questions on a sheet of paper.

  • Choose a photo from the selection of photographs between 162 and 163. Answer the following photo analysis questions on a sheet of paper.
  • What is the subject matter? Summarize the content and background information.
  • What is the photographer’s purpose for taking the photo?
  • What is the mood?
  • What story does it tell?
  • How does it make you feel?
  •  
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

Create a three column chart and answer the following question in each section.

  • Create a three column chart and answer the following question in each section.
  • Column 1: Pre-photo Inference (What may have happened immediately before this was taken?)
  • Column 2: Photo Caption (Create a title for the picture and write a one sentence description that somehow reflects the message of the photograph.)
  • Column 3: Post-photo Prediction (What may have happened after this photo was taken?)
  • Edit your work and create a final poster including the answers to your questions, inference, caption, and prediction. Paste a Xerox copy of your photograph on the poster.
  • ***(Adaptación de Maggie Robers, Cesar Chavez Middle School, PVUSD, 2013)
  • En la Misma Página 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, Traducción, Sandra Macias, PVUSD

Agree/Disagree

  • Agree/Disagree
  • Poor people leave their country out of a deep necessity, not because they want to.
  • Refugees are safe and protected within the walls of a church, temple or sanctuary.  
  • People who help feed, clothe, hide and protect migrants can be arrested for breaking the law.
  • Even in Veracruz, where strangers can be so kind, the authorities cannot be trusted.
  • Por uno pagan todos. One sins, and everyone pays.
  • On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD


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