https://eslliteraturelessonplans.wordpress.com/ Esperanza Rising by Pam Muñoz Ryan Esperanza thought she'd always live with her family on their ranch in Mexico-­‐-­‐she'd always have fancy dresses, a beautiful home, and servants. But a sudden tragedy forces Esperanza and Mama to flee to California during the Great Depression, and to settle in a camp for Mexican farm workers. Esperanza isn't ready for the hard labor, financial struggles, or lack of acceptance she now faces. When their new life is threatened, Esperanza must find a way to rise above her difficult circumstances-­‐-­‐Mama's life, and her own, depend on it. Themes/Topics: history, family, immigration, new beginnings, discrimination Suggested Reading Level (Native Speakers): Ages 8 – 12 Suggested Reading Level (ESL): Low-­‐intermediate to intermediate This Guide: This guide is divided into six sections by page number. However, each section is further divided by chapter, in case you want to divide the book in a different way in your class. Each section includes: suggested vocabulary, comprehension questions, writing/discussion questions, quotes (these quotes are good for practicing analysis and using textual evidence to support an opinion), and research/extension activities (these cover topics throughout the entire book). If you were referred to this reading guide via search engine, please visit https://eslliteraturelessonplans.wordpress.com/ for more ESL reading guides and activities. Esperanza Rising: An ESL Reading Guide Previewing 1. Have students preview the novel by describing the cover, reading the summary of the book (either on the back for a paperback or inside the front cover for a hardcover), and reading the author biography. You can also have students flip through the book and talk about any words that jump out at them or discuss how the book looks. 2. Esperanza Rising is the story of a girl whose family flees from Mexico to the United States during the Great Depression. Have students brainstorm everything they know about Mexico, the Southwestern region of the US, or the Great Depression. They can create a KWL chart (a chart that lists what students Know, what they Want to know, and what they Learned). While reading the book, have them fill out the parts of the chart for things they want to know and things they learned as they think of them. Helpful Links v http://www.history.com/topics/great-­‐depression v https://blogs.loc.gov/kluge/2015/03/the-­‐history-­‐of-­‐mexican-­‐immigration-­‐
to-­‐the-­‐u-­‐s-­‐in-­‐the-­‐early-­‐20th-­‐century/ v http://www.loc.gov/teachers/classroommaterials/presentationsandactivitie
s/presentations/immigration/mexican.html v https://www.gilderlehrman.org/history-­‐by-­‐era/great-­‐
depression/resources/mexican-­‐americans-­‐and-­‐great-­‐depression v http://picturethis.museumca.org/timeline/depression-­‐era-­‐1930s/migrant-­‐
farm-­‐workers/info ©ESL Literature Lesson Plans, 2016 Esperanza Rising: An ESL Reading Guide Pages 1 – 38 Suggested Vocabulary Las Uvas (Grapes) Las Papayas (Papayas) rancher anguish clusters avoid harvest cordial uneasiness constant capricious estate crochet customary taunting devious brand pungent clutching shiver Comprehension Questions Las Uvas Who was the first person to cut off a cluster of grapes? What happened (Grapes) after that? Why is the harvest Esperanza’s favorite time of year? Why are Esperanza and Mama worried about Papa? Describe Esperanza’s grandmother. Who are Hortensia, Alfonso, and Miguel? Why doesn’t Esperanza like her uncles? Las What did Señor Rodríguez bring to the house? Why did he bring these? Papayas How long did the funeral last? What did people bring to the funeral? (Papayas) Why didn’t Esperanza want to open her birthday gifts? Why does Tío Luis want Esperanza and Mama to leave the house? What solution does Tío Luis propose? Writing/Discussion Questions v In Las Uvas, Esperanza thinks about her yearly birthday traditions. Does your family have any special birthday traditions? What are they? v In Las Uvas, Abuelita teaches Esperanza how to crochet a special design for a blanket. Is there anything special that your grandparents have taught you to do? Describe your experience learning from your grandparents. v On page 28-­‐29, Esperanza compares her uncles to a squash plant. In your own words, explain what this means and why Esperanza feels this way. ©ESL Literature Lesson Plans, 2016 Esperanza Rising: An ESL Reading Guide Notable Quotes “He who falls today may rise tomorrow.” – Mexican proverb (prologue) “The rich person is richer when he becomes poor, than the poor person when he becomes rich.” – Mexican proverb (prologue) “There is no rose without thorns.” – Abuelita, page 14 “Miguel was the housekeeper’s son and she was the ranch owner’s daughter and between them ran a deep river. Esperanza stood on one side and Miguel stood on the other and the river could never be crossed.” – page 18 ©ESL Literature Lesson Plans, 2016 Esperanza Rising: An ESL Reading Guide Pages 39 – 80 Suggested Vocabulary Los Higos/Figs Las Guayabas/Guavas smother emerge enveloped crate smoldering hesitate approach brag reconsider renegade discreetly tug official peasant nun streak tenderly valise grieving conductor Comprehension Questions Los Higos/Figs What happens to Esperanza’s house? Who caused the fire? Why does Mama think about Tío Luis’ proposal? What do Mama and Esperanza decide to do after the fire? Why is Abuelita not going with Mama and Esperanza? Why does Señor Rodríguez bring figs to the servant’s house? Las Guayabas/Guavas What is special about the wagon they travel in? Why does Hortensia tell Esperanza the story about hiding from thieves? How is the train car that Esperanza is traveling in different from the train car in her memory? What are some of the things Esperanza sees on the train? What do they remind her of? After a few days on the train, how does Esperanza feel? What does Carmen give to Mama? ©ESL Literature Lesson Plans, 2016 Esperanza Rising: An ESL Reading Guide Writing/Discussion Questions v At the beginning of Los Higos/Figs, Esperanza is having a dream. How is this dream related to the events in the chapter? Use specific evidence from the book to support your answer. v What is a phoenix? Why is it important to Abuelita and Esperanza? Explain this story in your own words. v Esperanza’s uncles are very powerful in their community. Find specific examples in the book where characters discuss how the uncles control the community. v As Esperanza rides in the wagon, she thinks about the first time she rode a train. What is one of your favorite childhood memories? Why is this memory important to you? v While on the train, Esperanza and her family meet Carmen, a poor woman. Even though Carmen is poor, she still gives to other people. Miguel says “the rich take care of the rich, and the poor take care of those who have less than they have.” In your own words, explain what this means. Have you ever seen an example of this in your own life? Notable Quotes “Look at the zigzag of the blanket. Mountains and valleys. Right now you are in the bottom of the valley and your problems loom big around you. But soon, you will be at the top of a mountain again.” – Abuelita, page 51 “I hear that in the United States…even the poorest man can become rich if he works hard enough.” – Miguel, page 75 “I am poor, but I am rich. I have my children, I have a garden with roses, and I have my faith and the memories of those who have gone before me. What more is there?” – Carmen, page 76 ©ESL Literature Lesson Plans, 2016 Esperanza Rising: An ESL Reading Guide Pages 81 – 138 Suggested Vocabulary Los Melones/ Las Cebollas/Onions Las Almendras/Almonds Cantaloupes panorama crawl aches demeanor loomed moat lush cot bloom shrub weariness outstretched steep debris tangles perspiration scrub sway strike washboard peak decent ridicule toss scold flushed migrant phony somberly accustomed Comprehension Questions Los Melones/ Did Esperanza and Mama have any trouble crossing the border? Cantaloupes Who met the train in Los Angeles? Why is Isabel excited to go to school? What happened when Esperanza tried to listen to the earth? Who is Marta? Why do people from different places live in different camps? Las What does Esperanza first think of the cabins where she has to Cebollas/Onions live? Why does Esperanza get mad at her mother for singing? What is Esperanza’s job while everyone is at work? Who are some of the people that Esperanza meets in camp? What happened when Esperanza tried to sweep the platform? Las Almendras/ How does everyone feel after their first day of work? Almonds What did Miguel surprise Esperanza with? What is the atmosphere like when Esperanza takes a bath? What is the jamaica? What happens at this event? Why does Marta want the workers to strike? What are the things that Esperanza will pray for in church? ©ESL Literature Lesson Plans, 2016 Esperanza Rising: An ESL Reading Guide Writing/Discussion Activities v During the truck ride, Esperanza thinks about how California is different looking than Mexico. Think about the first time you saw a landscape that was much different than the one in your home. What did it look like? How did you feel when looking at it? v At the beginning of this section, Marta and Esperanza instantly do not like each other. Why do you think this is? Why does Marta speak to Esperanza like that? What do you think will happen between them in the future? v Why do you think Esperanza has such a difficult time accepting her new life? Use specific examples from the book to support your opinion. v Throughout the book, Esperanza meets several people that she doesn’t want to touch because they are dirty. However, when she meets Sylvia, she has a different reaction than when she met the little girl on the train. Why do you think she had a different reaction when meeting Sylvia? How has Esperanza changed? v How is Esperanza’s experience taking a bath different in California than in Mexico? What is different? Is anything the same? Notable Quotes “Everyone in camp knows each other’s business.” – Isabel, page 113 “How would you know how to sweep a floor? The only thing that you ever learned was how to give orders. That is not your fault.” – Miguel, page 118 “He smiled and pointed at [the rose] that was closest to the cabin wall and already had a makeshift trellis propped against it. ‘So you can climb,’ he said.” – page 124 ©ESL Literature Lesson Plans, 2016 Esperanza Rising: An ESL Reading Guide Pages 139 – 178 Suggested Vocabulary Las Ciruelas/Plums Las Papas/Potatoes recite fitful stir clutch doze intent scorched depressed raw pace frantically huddle seep cavernous encrusted burlap regimented propped up slump Comprehension Questions Las Ciruelas/Plums At the beginning of the chapter, why was Isabel worried? What were some things that Esperanza did on her first day alone? What happened after feeding the babies plums? What was the bad weather that they experienced in this chapter? What happened? Why can’t Mama stop coughing? Las Papas/Potatoes What does Mama want when she is laying in bed? Why did the women in the camp bring yarn to Esperanza? Why does Mama have to go to the hospital? Who does Esperanza want to write a letter to? What job did Esperanza get? What did Esperanza learn about while cutting potatoes? Writing/Discussion Questions v When the babies were sick from the plums, Esperanza decided to make them rice water because it’s what she used to drink when she was sick. When you were young, what food/drink made you feel better when you were sick? ©ESL Literature Lesson Plans, 2016 Esperanza Rising: An ESL Reading Guide v In Las Ciruelas/Plums, Esperanza experienced a dust storm for the first time in her life. Have you ever experienced a very bad weather event? Describe your experience. v In your own words, explain why Esperanza is working so hard on her crochet blanket. v Esperanza shares her memories of Christmas at her home in Mexico. Share a very strong childhood memory related to your favorite holiday. Notable Quotes “So many Mexicans have the revolution still in their blood.” – Irene, page 146 “Would she ever escape this valley she was living in? This valley of Mama being sick?” “Esperanza didn’t say what she really though, that what Mama really needed was Abuelita. Because if sadness was making Mama sicker, then maybe some happiness would make her better.” – page 164 ©ESL Literature Lesson Plans, 2016 Esperanza Rising: An ESL Reading Guide Pages 179 – 213 Suggested Vocabulary Los Aguacates/Avocados Los Espárragos/Asparagus huddle slogan soak up bundled susceptible shard crisp caravan practical despondent grove sweep sympathetic loyal heavily deserve recuperation swarmed temporary desolate Comprehension Questions Los Aguacates/ Why doesn’t Esperanza like the New Year? Avocados What does Hortensia use an avocado for? Why does Esperanza braid her mother’s hair? Who is Mr. Yakota? Why did Esperanza buy the piñata? Who did Esperanza and Miguel meet on the drive home? What did they learn from them? At the end of the chapter, what is Miguel’s news? Los Espárragos/ What did Esperanza see when she arrived to pick asparagus? Asparagus What did the strikers put in the boxes of asparagus? Why did they do this? What happens when Immigration shows up? Who did Esperanza find inside some used boxes? Why was that person there? Writing/Discussion Questions v Esperanza is surprised by the little things she misses about her mother. While you are studying away from home, what are some things that you miss about your family? ©ESL Literature Lesson Plans, 2016 Esperanza Rising: An ESL Reading Guide v In this section, Miguel tells Esperanza about the negative stereotypes people have about Mexicans. Have you ever had experience with a stereotype – either something someone said about you, or something you said about someone else? How did you feel about that particular stereotype? v In Los Espárragos, Marta and the other strikers do not want Esperanza and her friends to go to work for the day. How are Marta and Esperanza’s opinions about the strike different? Which opinion do you agree with? Why? Notable Quotes “She realized that it wouldn’t matter how much avocado and glycerin she put on them, they would never look like the hands of a wealthy woman from El Rancho de las Rosas. Because they were the hands of a poor campesina.” – page 182 “Something seemed very wrong about sending people away from their own ‘free country’ because they had spoken their minds.” – page 208 “How was it that the United States could send people to Mexico who had never even lived there?” – page 211 ©ESL Literature Lesson Plans, 2016 Esperanza Rising: An ESL Reading Guide Pages 214 – 253 Suggested Vocabulary Los Duraznos/Peaches Las Uvas/Grapes grotto tempt devoutly tangy ache supervisor possibility rumpled ditches tucked temper burst confront premonition cradle foothills mature careen antiseptic infinite Comprehension Questions Los Duraznos/ What is Isabel praying for? Peaches How is the camp for people from Oklahoma different from the camp for Mexicans? What happened to Miguel while he was at work? Why is Esperanza so upset? Why does Miguel prefer America to Mexico? What news did Esperanza receive at the hospital? What does Esperanza discover at the end of the chapter? Las Uvas/Grapes What fruits is Esperanza sorting at the beginning of the chapter? Which is her favorite? Why did Alfonso come to see Esperanza in the middle of the day? Who was on the bus? How did Esperanza react? What happened to Abuelita in Mexico after Esperanza and her mother left? What did Esperanza do on the morning of her birthday? How was this birthday different from the birthday at the beginning of the book? ©ESL Literature Lesson Plans, 2016 Esperanza Rising: An ESL Reading Guide Writing/Discussion Questions v At the beginning of Los Duraznos, Esperanza says that other people have been putting flowers at their altar. Why do you think people have been leaving flowers at the altar? What do you think this says about the community in the work camp? v Compare and contrast how the people from Oklahoma are treated and how the people from Mexico are treated. What is the same? What is different? v Why do you think Esperanza gives her birthday doll to Isabel? What does this action show about how Esperanza has changed throughout the book? v The first chapter and last chapter of this book are both called Las Uvas. How are the first and last chapter similar? How are they different? How have the characters changed from the beginning to the end? Notable Quotes “’Has a Mexican girl ever been chosen Queen of the May?” Esperanza asked Josefina. Josefina’s face took on a disappointed look and she silently shook her head no. ‘I have asked. They always find a way to choose a blond, blue-­‐eyed queen.” “Wait a little while and the fruit will fall into your hand.” – page 223 “When a strand of her hair fell into her lap, she picked it up and wove it into the blanket, so that all of the happiness and emotion she felt at this moment would go with it forever.” – page 246 “Esperanza reached for Miguel’s hand and found it, and even though her mind was soaring to infinite possibilities, his touch held her heart to the earth.” – page 251 “Esperanza smiled and reached over and gently pulled the yarn, unraveling the uneven stitches. Then she looked into Isabel’s trusting eyes and said, ‘Do not ever be afraid to start over’.” – page 253 ©ESL Literature Lesson Plans, 2016 Esperanza Rising: An ESL Reading Guide Research/Extension Activities 1. In the first chapter, Las Uvas, Esperanza thinks about discussing her quinceañera with her friends. Students (unless they are from Mexico) are not likely to know what a quinceañera is. Have them search for information about quinceañeras: what are they, who has one, and what happens during one. Then, have students compare and contrast quinceañeras with birthday celebrations in their own country. They can use a Venn diagram, Power Point, Padlet, etc, to give a visual comparison of the two types of celebrations. 2. In the first chapter, Esperanza describes her life on her family’s ranch and vineyard. Have students do research on Mexican ranch life in the early 1900s. They can use Padlet to create a digital bulletin board of the information they find, including images, text, videos, songs, and so on. Have students share their Padlets with each other. 3. There are a lot of characters involved in the passage about the ranch fire. Have students choose a character (not Esperanza) and rewrite the passage from that character’s point of view. They can try to imagine what happened before and after the fire, since we only see these from Esperanza’s point of view. Have students share their writing in groups. 4. In Los Higos/Figs, Mama and Esperanza decide to go to the United States. If your students are not from Mexico/South America, they may not know about the long history of immigrants crossing the border into the US. Have them do a little research on the history of the US/Mexican border and report their findings orally or in written form. 5. In Los Melones, Marta says that her father died fighting in the Mexican Revolution. Have students do research on the Mexican Revolution. What happened during the revolution? Why was it fought? What were some of the results of the revolution? They can share their findings orally, in writing, or on Padlet. 6. In Los Melones, Isabel mentions that people from different places are kept apart in the work camp because they don’t want the workers to unite and make demands. Have students research the history of work camps and worker’s rights in California. What do they discover about this subject? 7. On page 145, Irene cuts a flour sack printed with flowers on it to make a dress. This was actually an extremely common practice in the 1930s, and flour mills printed their sacks with very colorful designs for this purpose. Have students look into the history of flour sack dresses. They can share their findings visually on Padlet. ©ESL Literature Lesson Plans, 2016 Esperanza Rising: An ESL Reading Guide 8. Throughout the book, each of the titles is a different food that is important to Esperanza in some way. Have students choose a food and write/discuss why this food is important to Esperanza. You could also have students choose a list of foods that are important to them and free-­‐write about memories associated with that food. 9. Have students read the Author’s Note at the end of the book. They can discuss or write about how the author’s own experiences influenced the story. Does reading the author’s note affect their views or opinions of the story? Do they have a different opinion knowing that the story is semi-­‐biographical? ©ESL Literature Lesson Plans, 2016