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E N R I Q U E’ S J O U R N E Y

E N R I Q U E’ S J O U R N E Y. THE STORY OF A BOY’S DANGEROUS ODYSSEY TO REUNITE WITH HIS MOTHER. LESSON 1. Sonia Nazario. On the Same Page Classroom Curriculum 2013-2014 Janet Rachel Johns, Ed.D. On the Same Page 2013 W inner of the Pulitzer Prize Sonia Nazario.

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E N R I Q U E’ S J O U R N E Y

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  1. ENRIQUE’SJOURNEY THE STORY OF A BOY’S DANGEROUS ODYSSEY TO REUNITE WITH HIS MOTHER LESSON 1 Sonia Nazario On the Same Page Classroom Curriculum 2013-2014 Janet Rachel Johns, Ed.D

  2. On the Same Page 2013Winner of the Pulitzer Prize Sonia Nazario • Sonia Nazario has had a distinguished career as an award-winning journalist and writer • Nazario was born on September 8, 1960,in Madison, Wisconsin, to Argentinean immigrants & raised in both Kansas and in Buenos Aires • Earned her B.A. in History from Williams College in 1982, and her M.A. in Latin American Studies from the University of California, Berkeley in 1988 • She began working for the Los Angeles Times in 1993 and has won numerous awards • She won the Pulitzer Prize for feature writing for her series “Enrique’s Journey,” first published in The Los Angeles Times in 2002. In 2012 • She is one of “40 Women Who Changed Media Business in the Past Forty Years” by Columbia Journalism Review. On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  3. Dsta-directed seeing thinking activity • 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

  4. On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  5. On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  6. On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  7. On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  8. On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  9. On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  10. Quick write • 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

  11. Drta – Directed Reading thinking activity The boy does not understand. His mother is not talking to him. She will not even look at him. Enrique has no hint of what she is going to do. Lourdes knows. She understands, as only a mother can, the terror she is about to inflict, the ache Enrique will feel, and finally the emptiness. What will become of him? Already he will not let anyone else feed or bathe him. He loves her deeply, as only a son can. (p. 3) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  12. PHOTO PREDICTION - BRAINSTORM OF QUESTIONS • Look at the image projected. • Write five questions about the image that you believe will be answered once you read the text. On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  13. PHOTO PREDICTION - BRAINSTORM OF QUESTIONS On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  14. Find the meaning Bewilderment is a noun that means… • carelessness • incomprehension • death that is imposed because of the person’s devotion of a religious belief or cause Enrique’s bewilderment turns to confusion and then to adolescent anger. (p. 9) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  15. Find the meaning Treacherous is an adjective that means… • adventurous • exciting and eventful • perilous Children leaving Central America to find their mothers in the United States now face a tougher; more treacherous journey than ever before. (p. 241) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  16. ANTICIPATORY GUIDE Agree/Disagree • The United States is one place that offers hope. • Parents should never leave their children behind. • The journey is hard for Mexicans but harder still for Central Americans who make the dangerous trek up the length of Mexico. • With the presence of a strong police force; people are more protected. • The average age of a child attempting to cross the border alone is fifteen. On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  17. COMPARE/CONTRAST CHARACTER MATRIX How would you describe and compare and contrast your experience with Enrique’s experience? Complete the first column of the matrix. On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  18. Map of Enrique's journey • This map represents the journey Enrique takes from his starting point in Tegucigalpa, Honduras to Nuevo Laredo, Mexico. • Think-Pair-Share: • What does this map tell you? • How will Enrique make this journey? • What will he encounter? How do you know? On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  19. DIRECTED READING WITH NUMBERED HEADS Chapter 1: The Boy Left Behind, p. 3-44 • What do you learn about Lourdes and her current situation? What difficult decision does she have to make? (p. 3-5) • Who will be affected by her decision? How do you know? • How will her decision decide Enrique’s fate? (p. 5) • Describe the situation for many Central Americans as well as Mexicans? (p. 7) • Why does the author associate finding their mothers in El Norte like the “quest for the Holy Grail”? (p. 7) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  20. DIRECTED READING WITH NUMBERED HEADS CONFUSION • How is his mother’s absence causing Enrique so much confusion? What changes occur in his life? (p. 7-12) • How is Belky’s life impacted with her mother’s disappearance? (p. 7-12) • How does Lourdes’s life change? What difficulties does she have to confront? (p. 13-19) • Dialogue read mid-page 19 to mid-page 20. What seed has been planted? What is Enrique feeling? • What does Lourdes fear? Explain how these fears are rooted in truth. (p. 20-23) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  21. DIRECTED READING WITH NUMBERED HEADS REBELLION • How does Enrique’s life change as he grows up? (p. 24-27) • What happens to make Enrique’s life drastically change once again? How will this impact his life? Explain. (p. 28-30) ADDICTION • Describe where Enrique has lived since his mother left. How have these changes impacted this young man? (p. 31) • How do Enrique and María Isabel live parallel lives? (p. 31-35) • What do you learn about El Infiernito, Little Hell, and how it affects Enrique’s life and choices he makes? (p. 35-37) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  22. DIRECTED READING WITH NUMBERED HEADS AN EDUCATION • Describe Enrique’s educational experience upon turning sixteen. (p. 37-38) A DECISION • How is Enrique’s drug addiction affecting his and his family’s lives? What hope does he have? (p. 38-41) GOOD-BYE • What are the pros and the cons for Enrique’s decision to leave? Do you think he’ll make it? Explain your answer. (p. 41-44) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  23. CHARACTER DEVELOPMENT Following Enrique’s story and interpreting his voice Trace important incidents in Enrique’s life in Chapter 1. Include the people, places, feelings, fears, hopes and dreams that have crossed their paths or thoughts. On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  24. PrologueDIRECTED READING WITH NUMBERED HEADS • Describe the relationship between Sonia and Carmen. Support your opinions with evidence. (p. ix-xii) • How does Carmen’s life parallel that of Enrique’s mother, Lourdes? (p. ix-xii) Create a Venn Diagram to describe the life and choices each mother has made. On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  25. PrologueDIRECTED READING WITH NUMBERED HEADS • Carmen’s son, Minor, missed his mother intensely and made the perilous journey to find her in the United States. Write a personal response to his statement: “I’d trade it all for my mother. I never had someone to spoil me. To say: Do this, don’t do that, have you eaten? You can never get the love of a mother from someone else.” (p. xii) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  26. Group jigsaw • Each group will become experts on a section of the text and share findings with the class at large. • Decide on a creative way to report your findings. (i.e. reader’s theater, poster, song/rap) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  27. Group jigsaw • A COMMOM CHOICE (p. xii-xiv) Weigh the choice that many mothers must make to provide for their children. What would you do in their shoes? Explain. • FEAR AND FLEAS (p. xiv-xviii) What were the drawbacks of Nazario’s decision to go on the journey? How did she prepare for the journey? • FOLLOWING A DANGEROUS PATH (p. xx-xxii) Describe the journey that Nazario followed in Enrique’s footsteps. What situations did she confront? What did others share? • TRAIN TOP LESSONS (p. xxiii-xxvi) What hardships did Nazario’s family face as immigrants? What are the hardships that many parents who migrate face in their home country? Why are the children so determined to make the journey despite the dangers? What is Nazario’s warning to mothers? Support your opinion with evidence from the text. On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  28. FIND THE MEANING 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

  29. FIND THE MEANING • They have a (1) bleak future. He and Belky are not likely to finish grade school. (p. 4) • They must make an illegal and dangerous (2) trek up the length of Mexico. (p. 5) • Enrique’s (3) bewilderment turns to confusion and then to adolescent anger. (p. 9) • As Carmen (4) unravels the story, she begins to sob. (p. x) • She (5) lulled them to sleep with advice on how to (6) quell their hunger pangs. (p. x) • Minor tells me about his (7) perilous hitchhiking journey. (p. x) • There is an (8) insatiable need in the United States for cheap service and domestic workers. (p. xiii) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  30. FIND THE MEANING • In order to give a vivid, (9) nuanced account, I knew I would have to travel with child migrants through Mexico on top of freight trains. (p. xiv) • My husband had spent months (10) fretting about my safety. (p. xv) • On the trains, I was filthy, unable to go to the bathroom for long stretches, (11) excruciatingly hot or cold, (12) pelted for hours by rain or hail. (p. xxii) • A Teguciagalpa elementary school principal told me that many of his students were so malnourished that they didn’t have the (13) stamina to stand up for long at school rallies or to sing the national anthem. (p. xxiv) • With each step north, I became (14) awed by the (15) gritty determination these children possess in their struggle to get here. (p. xxiv) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  31. QUOTABLE QUOTES • 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

  32. QUOTABLE QUOTES • I’d trade it all for my mother: I never had someone to spoil me. to say: Do this, don’t do that, have you eatern? You can never get the love of a mother from someone else.Minor, Carmen’s son (p. xii) • I avoid danger, if possible. If I need to do dangerous things to really understand something, I try to build in as many safety nets as possible. Sonia Nazario (p. xvii) • As I followed Enrique’s footsteps, I learned the depths of desperation women face in countries such as Honduras. Sonia Nazario (p. xxiii) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  33. QUOTABLE QUOTES • I began to believe that no number of border guards will deter children like Enrique, who are willing to endure so much to reach the United States. It is a powerful stream, one that can only be addressed at its source. Sonia Nazario(p. xxv) • In their absence, these mothers become larger than life … Finding them becomes the quest for the Holy Grail. Sonia Nazario(p. 7) • I need her. I miss her. I want to be with my mother. I see so many children with mothers. I want that. Enrique (p. 19) • “Do I want to have them with me so badly,” she asks herself of her children, “that I am willing to risk their losing their lives?” Lourdes (p. 23) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  34. Poetry – whenever I say … • You will have an opportunity to write two “Whenever I say…” poems: • The first one will be from Enrique’s point of view about his home, Teguicigalpa. • Review the chapter and the images that he expresses in her words about what he is feeling, seeing, hearing, smelling at this moment in time; • Your second poem will be written about a special place in your life. • Help the reader visualize both Tegucigalpa and your special place. On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  35. Poetry – whenever I say … whenever I say ________________________________ I feel ________________________________ I see ________________________________ I hear ________________________________ I smell ________________________________ whenever I now say ________________________________ I want to ________________________________ ________________________________ ________________________________ On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  36. ACTION RESEARCH – uncover the truth • 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

  37. ACTION RESEARCH – Primary sources Compare and contrast two articles: • Why a Train Carrying Hundreds of Migrants Derailed in Mexico • At least 5 dead, over 30 injured as train carrying illegal migrants derails in Mexico Fill in the matrix with your interpretation of the article. On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  38. Text reconstruction • You will work with a partner to reconstruct a text. • Listen to the text that the teacher reads aloud without writing. • As the teacher reads the text for the second time, write down your notes to “reconstruct” the text. • Meet with your partner. Read your notes to your partner, as your partner adds notes to his/her paper. • Your partner will read his/her notes to assist you to add what may be missing. • Turn the page over and work together to reconstruct the text. • Share out with the entire class. On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  39. Text reconstruction • An estimated 1.7 million children live illegally in the United States, most from Mexico and Central America. Like Enrique, almost all have spent time away from a parent before following him or her to the United States. On in four children in the nation’s schools is an immigrant or the child of an immigrant – a group whose numbers, between 1990 and 2000, grew seven times faster than that of children with both parents born in the United States. Children leaving Central America to find their mothers in the United States now face a tougher, more treacherous journey than ever before. Afterword: Women, Children, and the Immigration Debate (p. 241) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  40. Revisit the ANTICIPATORY GUIDE Agree/Disagree • The United States is one place that offers hope. • Parents should never leave their children behind. • The journey is hard for Mexicans but harder still for Central Americans who make the dangerous trek up the length of Mexico. • With the presence of a strong police force; people are more protected. • The average age of a child attempting to cross the border alone is fifteen. On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

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