Transcript PPT document - Enrique`s Journey

ENRIQUE’S
JOURNEY
THE STORY OF A BOY’S DANGEROUS ODYSSEY TO
REUNITE WITH HIS MOTHER
LESSON 3
Chapters 4,5 & 6
Sonia Nazario
On the Same Page
Classroom Curriculum
2013-2014
Janet Rachel Johns, Ed.D
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.

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
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.
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
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.
 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 …
a)
b)
c)
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
1.
2.
3.
4.
5.
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
1. How does religious faith help the migrants on
their journey? (p. 101-102)
SMALL BUNDLES
2. Describe the generosity that migrants often
experience in Oaxaca and Veracruz. Why do
people give gifts in Oaxaca and Veracruz?
Explain. (p. 103-105)
3. 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)
4. According to Nazario, why do people offer to help
the migrants passing through Oaxaca and Veracruz?
(p. 106-111)
5. How does the local bishop and priests protect the
migrants? (p. 107-108)
6. We have learned how so many people come to the
aide of migrants. How are Jesús and Magdalena
helping migrants? (p. 109-110)
7. 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
8.
According to Nazario, how do migrants protect themselves
from being deported once they reach a big city? (p. 120-121)
THE MOUNTAINS
9.
How do migrants care for one another? Why is this
camaraderie important to their survival? Yet, why are
friendships “fleeting”? Explain. (p. 122-124)
10. Describe the conditions while traveling through the
mountains and tunnels. (p. 124-126)
SUSPICION
11. What experiences caused city residents to be suspicious and
fearful of migrants? Explain. (p. 126-127)
12. Once migrants reach Mexico City, what dangers do avoid in
order to continue their journey north? (128-130)
13. 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
Dialogue Read (p. 132-133)
14. 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)
15. How did Enrique survive the last sixteen miles
to the border? (pm 134-135)
Chapter 5: On the Border
ON THE BORDER
16. 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
17. What makes the encampment a haven for
migrants? What immediate dangers await them?
(p. 139-140)
18. How does Enrique survive and prepare to cross
the river? (p. 140-141)
A LIFELINE
19. How are the two churches and people like Leti
Limón lifelines for the migrants? (p. 141-142)
20. 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
21. What do you learn about El Tiríndaro, Los Osos and
the river encampment? Why does Enrique feel safer
there? (p. 147-148)
22. What is a patero? What dangers are associated with
this work? (p. 148-149)
23. Why is Enrique protected? Explain. (p.149)
24. How does Enrique earn money while living on the
border? (p. 150)
25. How does El Tiríndaro take care of Enrique? Would
you trust El Tiríndaro? Explain your response. (p.
151)
26. 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
27. Read Aloud/Dialogue Read different realities for many of
the mothers who had to leave their children behind. (p. 155158)
A SETBACK
28. Describe the various setbacks that Enrique experiences. Why
does he get discouraged? (p. 158-161)
THE MOMENT
29. What are the various options that exist for migrants to cross
into the United States? Weigh the pros and cons in a graphic
organizer:
Mode of transportation
Pros
Cons
Crossing the Río Grande
Freight trains
Walking across the border
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
30.
31.
32.
33.
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
34. 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
35.
36.
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
37. Dialogue Read (p. 179-181) Describe Enrique’s journey
across the river.
38. What often happens to migrant children who get
caught? (p. 181-182)
39. 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
40. Why is this the most difficult part of the journey?
Explain. (p. 183-184)
PUFFS OF CLOUDS
41. How does Enrique’s journey end? What do you learn
about El Tiríndaro, el patero? Is Enrique safe?
Explain. (p. 185-186)
LOURDES
42. How have the years transpired for Lourdes? What is
her greatest desire? How do you know? (p. 186-187)
43. 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
44. Dialogue Read (p. 188-190) Describe the homecoming
for both Enrique and Lourdes.
A TWIST
45. Initially, how do stories like Enrique’s have a fairy
tale ending, “living happily ever after?” (p. 191)
46. How does reality intrude? How do the children and
the mothers respond? (p. 191)
47. 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)
48. 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
 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
1.
2.
3.
4.
5.
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
6.
7.
8.
9.
10.
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.
 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)
 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.

“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:


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:
 Desperate migrants ride the 'Train of Death' all for a piece of
the American Dream:
http://news2.onlinenigeria.com/world/279699-desperatemigrants-ride-the-train-of-death-to-get-to-the-u-s-riskingviolent-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=wxPrAs6v61XU7Bzf6YcSH4kDTF03h
g2sX3MypHXgHLLyVFwIKzEjwrUoo8uwWQ0FKRslY52W6pdFUgS
31Z8xrIxxZvwrkBh2p9KyADTjandg9gAjPer_iY0qn4bP2gNcDX_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.
1. What is the subject matter? Summarize the
content and background information.
2. What is the photographer’s purpose for taking
the photo?
3. What is the mood?
4. What story does it tell?
5. 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.
Pre-photo Inference
Photo Caption
Post-photo Prediction
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
1.
2.
3.
4.
5.
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