ACROSS A HUNDRED MOUNTAINS

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ACROSS A HUNDRED MOUNTAINS
Enrique’s Journey- Lesson 3
(Chapters 4, 5 & 6)
The Story of a Boy’s Dangerous Odyssey to
Reunite with his Mother
Sonia Nazario
INTO-PREPARING LEARNERS
DSTA – DIRECTED SEEING THINKING ACTIVITY
Look at each piece of an image. Predict what you believe the image
represents based on the evidence revealed. Do your predictions match with
the evidence?
http://www.tripadvisor.com/ShowUserReviews-g3175054-d2721933-r130001381-Cristo_RedentorTihuatlan_Central_Mexico_and_Gulf_Coast.html
QUICK WRITE
Write your first response to this photograph. What are your predictions?
Support your predictions with evidence. Write down a few thoughts.
DRTA – DIRECTED READING THINKING ACTIVITY
Look at each sentence one at a time. Predict what you think this passage is
about based on the evidence revealed. Do your predictions match with the
evidence?
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)
PHOTO PREDICTION
1
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
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.
FIND THE MEANING
Culvert is a …
a) person who converts to a new religion or way of believing
b) cement structure that allows water to flow under a road, railroad, trail,
or similar obstruction
c) 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)
ANTICIPATORY GUIDE
Agree/Disagree
1. Poor people leave their country out of a deep necessity, not because they
want to.
2. Refugees are safe and protected within the walls of a church, temple or
sanctuary.
3. People who help feed, clothe, hide and protect migrants can be arrested
for breaking the law.
4. Even in Veracruz, where strangers can be so kind, the authorities cannot
be trusted.
5. Por uno pagan todos. One sins, and everyone pays.
THROUGH-INTERACTING WITH TEXT
DIRECTED READING WITH NUMBERED HEADS &
DIALOGUE READING
Chapter 4: Gifts and Faith, p. 101-135
1. How does religious faith help the migrants on their journey? (p. 101-102)
2
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
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)
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)
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)
THE TRUCKER
Dialogue Read (p. 132-133)
3
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
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? (p. 134135)
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)
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)
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. 148149)
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)
MOTHER’S DAY
27.Read Aloud/Dialogue Read different realities for many of the mothers
who had to leave their children behind. (p. 155-158)
A SETBACK
28.Describe the various setbacks that Enrique experiences. Why does he get
discouraged? (p. 158-161)
4
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
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
Crossing the Río Grande
Pros
Cons
Freight trains
Walking across the border
30.What is often the fate of migrants who cross the border? (p. 163-164)
31.What is making it more difficult for migrants to cross successfully? (p.
164-166)
32.Yet, why are many migrant glad to be caught? Explain. (p. 167)
33.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.
35.What complaints did others have about the migrants? Give some
examples. (p. 175-176)
36.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)
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)
5
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
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?
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?
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.
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
Synonyms
outdoes
lush
unkempt
behavior
widespread
detained
incentive
conduit
hindered
rancid
1. The (1) impetus to help comes from the local bishop. (p. 107)
2. It rolls through (2) putrid white smoke from a Kimberly-Clark factory that turns
sugarcane pulp into Kleenex and toilet paper. (p. 122)
6
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
3. Beyond a range of (3) verdant mountains he sees the snow-covered Pico de Orizaba,
the highest summit in Mexico. (p. 123)
4. Enrique starts knocking on doors. He begs for food. In Mexico City, crime is (4)
rampant. (p. 126)
5. Yet when she is asked about migrants, she stops knitting a blue shawl and stiffens; her (5)
demeanor turns cold. (p. 126)
6. Before, when he made it this far, he spent the night curled up in the (6) culvert with
other migrants. (p. 128)
7. He is (7) stymied. For days, Enrique has been stuck in Nuevo Laredo, on the southern
bank of the Río Bravo. (p. 137)
8. He has been stuck here for weeks, and he (8) trumps everyone. (p. 146)
9. 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)
10. Padre Leo is so (10) disheveled that visitors sometimes mistake him for one of the
poor, dirty migrants sitting outside. (p. 170)
QUOTABLE QUOTES
1. Choose one quote below and write in it your literature log.
2. Summarize the main points of the text, rewriting it in your own words.
3. Do you agree or disagree with the quote?
4. How does this quote apply to you and your life?
5. What can we learn from this person’s words? How can others benefit
from this knowledge?
 “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)
REVISIT THE ANTICIPATORY GUIDE
BEYOND-EXTENDING UNDERSTANDING
7
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
ACTION RESEARCH – MAY THE TRUTH BE KNOWN
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
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.
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?
You will view various short videos about “La Bestia” or the “Train of
Death” and fill in the matrix.
Here are some choices in Spanish:
 Salvadoreños en la bestia, para otros el tren de la esperanza, lágrinas
http://www.youtube.com/watch?v=ZzLNKr-ixCQ
 Mujeres Cruzando Fronteras (1):
http://www.youtube.com/watch?v=6GFIVpUPW9c
 Mujeres Cruzando Fronteras (2):
http://www.youtube.com/watch?v=jOWA0cdhYWQ
 Mujeres en el camino (Parte II):
http://www.youtube.com/watch?v=Q_H9ElJZB30
8
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
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/279699desperate-migrants-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=wxPrAs6v61XU7Bzf6YcSH4kDTF03hg2sX3MypHXg
HLLyVFwIKzEjwrUoo8uwWQ0FKRslY52W6pdFUgS31Z8xrIxxZvwrk
Bh2p9KyADTjandg9gAjPer_iY0qn4bP2gNcDX_EXObuJ55EoMMEwafIw
A PICTURE IS WORTH A THOUSAND WORDS
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?
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.
**(Adapted from Maggie Roberts, Cesar Chavez Middle School, PVUSD, 2013)
9
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
DSTA – DIRECTED SEEING
THINKING ACTIVITY
Look at each piece of an image. Predict
what you believe the image represents based
on the evidence revealed. Do your
predictions match with the evidence?
http://www.tripadvisor.com/ShowUserReviews-g3175054-d2721933-r130001381-Cristo_RedentorTihuatlan_Central_Mexico_and_Gulf_Coast.html
Write your first response to this photograph.
What are your predictions? Support your
predictions with evidence. Write down a few
thoughts.
10
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
DRTA – DIRECTED READING
THINKING ACTIVITY
Look at each sentence one at a time. Predict
what you think this passage is about based
on the evidence revealed. Do your
predictions match with the evidence?
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.
(126)
11
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
PHOTO PREDICTION
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.
12
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
FIND THE MEANING
Culvert is a …
a) person who converts to a new religion
or way of believing
b) cement structure that allows water to
flow under a road, railroad, trail, or
similar obstruction
c) 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)
13
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
ANTICIPATORY GUIDE
Agree/Disagree
1.Poor people leave their country out of a
deep necessity, not because they want to.
2.Refugees are safe and protected within
the walls of a church, temple or
sanctuary.
3.People who help feed, clothe, hide and
protect migrants can be arrested for
breaking the law.
4.Even in Veracruz, where strangers can
be so kind, the authorities cannot be
trusted.
5.Por uno pagan todos. One sins, and
everyone pays.
14
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
DIRECTED READING WITH
NUMBERED HEADS & DIALOGUE
READING
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. 103105)
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)
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)
15
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
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)
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)
16
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
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)
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)
17
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
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)
MOTHER’S DAY
27. Read Aloud/Dialogue Read different realities for
many of the mothers who had to leave their
children behind. (p. 155-158)
A SETBACK
28. Describe the various setbacks that Enrique
experiences. Why does he get discouraged? (p.
158-161)
THE MOMENT
18
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
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
Crossing the Río
Grande
Freight trains
Pros
Cons
Walking across the
border
30. What is often the fate of migrants who cross the
border? (p. 163-164)
31. What is making it more difficult for migrants to
cross successfully? (p. 164-166)
32. Yet, why are many migrant glad to be caught?
Explain. (p. 167)
33. 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.
35. What complaints did others have about the
migrants? Give some examples. (p. 175-176)
19
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
36. 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)
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. 186187)
20
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
43. Dialogue Read (p. 188) How is Lourdes
convinced that Enrique has made it to the U.S.
alive? What must she do?
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?
21
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
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.
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
Synonyms
outdoes
lush
unkempt
behavior
widespread
detained
incentive
conduit
hindered
rancid
1. The (1) impetus to help comes from the local bishop. (p. 107)
2. It rolls through (2) putrid white smoke from a Kimberly-Clark factory that
turns sugarcane pulp into Kleenex and toilet paper. (p. 122)
3. Beyond a range of (3) verdant mountains he sees the snow-covered Pico
de Orizaba, the highest summit in Mexico. (p. 123)
4. Enrique starts knocking on doors. He begs for food. In Mexico City,
crime is (4) rampant. (p. 126)
5. Yet when she is asked about migrants, she stops knitting a blue shawl and
stiffens; her (5) demeanor turns cold. (p. 126)
6. Before, when he made it this far, he spent the night curled up in the (6)
culvert with other migrants. (p. 128)
7. He is (7) stymied. For days, Enrique has been stuck in Nuevo Laredo, on
the southern bank of the Río Bravo. (p. 137)
8. He has been stuck here for weeks, and he (8) trumps everyone. (p. 146)
9. 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)
10.Padre Leo is so (10) disheveled that visitors sometimes mistake him for
one of the poor, dirty migrants sitting outside. (p. 170)
22
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
QUOTABLE QUOTES
1. Choose one quote below and write in it your
literature log.
2. Summarize the main points of the text, rewriting it
in your own words.
3. Do you agree or disagree with the quote?
4. How does this quote apply to you and your life?
5. What can we learn from this person’s words? How
can others benefit from this knowledge?
 “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)
23
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
ACTION RESEARCH – MAY THE TRUTH BE
KNOWN
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
Compare and contrast two sources of information:
- 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.
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?
You will view various short videos about “La Bestia” or the “Train
of Death” and fill in the matrix.
Here are some choices in Spanish:
 Salvadoreños en la bestia, para otros el tren de la esperanza,
lágrinas http://www.youtube.com/watch?v=ZzLNKr-ixCQ
24
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
 Mujeres Cruzando Fronteras (1):
http://www.youtube.com/watch?v=6GFIVpUPW9c
 Mujeres Cruzando Fronteras (2):
http://www.youtube.com/watch?v=jOWA0cdhYWQ
 Mujeres en el camino (Parte II):
http://www.youtube.com/watch?v=Q_H9ElJZB30
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=wxPrAs6v61XU7Bzf6YcSH4kDTF0
3hg2sX3MypHXgHLLyVFwIKzEjwrUoo8uwWQ0FKRslY52
W6pdFUgS31Z8xrIxxZvwrkBh2p9KyADTjandg9gAjPer_iY0qn4bP2gNcDX_EXObuJ55EoMMEwafIw
25
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
A PICTURE IS WORTH A THOUSAND
WORDS
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?
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.
**(Adapted from Maggie Roberts, Cesar Chavez Middle School,
PVUSD, 2013)
26
Dr. Janet Rachel Johns, Abriendo Caminos, Migrant Education, Region11
On the Same Page Curriculum, PVUSD, 2013
COMPARE/CONTRAST MATRIX – UNCOVER THE TRUTH
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
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?
27
Janet Johns, Abriendo Caminos
Migrant Education, Region XI
Curriculum for On the Same Page 2012-13