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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 2 Chapters 2 & 3. Sonia Nazario. On the Same Page 2013-2014 Janet Rachel Johns, Ed.D. Dsta -directed seeing thinking activity. Reveal one piece of the image at a time.

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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 2 Chapters 2 & 3 Sonia Nazario On the Same Page 2013-2014 Janet Rachel Johns, Ed.D

  2. 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

  3. 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. 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

  9. Drta – Directed Reading thinking activity He jumps to the ground. His head pounds; it is still swollen from being battered. But he is free. Enrique runs back to the cemetery, a way station for migrants. At sunup on any given day, it seems as uninhabited as a country graveyard. But the, at the first rumble of a departing train and the hiss of air from its brake lines, it erupts with life. Dozens of migrants, children among them, emerge from the bushes, from behind the ceiba trees, and from among the tombs. (p. 65) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  10. 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

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

  12. Find the meaning Impunity is a noun that means … • hostility • liberty • violence The bandits are so well known and seem to operate with such impunity that Mario Campos Gutiérrez, a supervisor with Grupo Beta Sur, thinks the authorities collaborate. Many of the bandits, Campos says, are current or former police officers. (p. 76) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  13. Find the meaning Wallow is a verb that means …. • swim or wade • flounder or struggle • scream Coaxes is a verb that means … • carries • persuades or entices • sings Threshold is a noun that means … • edge or border • illness • difficulty She is impatient with those who wallow in pity. She coaxes them past the shelter’s threshold to go the ocean, which most have never seen. (p. 96) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  14. ANTICIPATORY GUIDE Agree/Disagree • Central American governments are responsible for the migrants who are crossing daily into Mexico and The United States. • Only the wealthy are capable and willing to help out those who are poor and in need. • If at first you don’t succeed, try again, and again. • It is important to report gangsters’ violent activities towards migrants to the local Mexican police. • At the rate of nearly one every other day, the Red Cross estimates, U.S.-bound Central American migrants who ride freight trains los arms, legs, hands, or feet. On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  15. DIRECTED READING WITH NUMBERED HEADS & dialogue reading Chapter 2: SeekingMercy, p. 45-60 DIALOGUE READ: Narrator, Enrique, Sirenio, Carlos Carrasco, Lesbia, Townspeople (p. 45-46): • What has happened to Enrique? How do the people of Las Anonas, Oaxaca come to his aide? DIRECTED READING WITH NUMBERED HEADS • What is the economic situation of those who live in Las Anonas? How do you know? (p. 45-47) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  16. DIRECTED READING WITH NUMBERED HEADS • What other steps are taken to help Enrique? Explain your answer? (p. 46-48) • Yet, why does AdanDíaz Ruiz, mayor of San Pedro Tapanatepec balk at the plight of the migrants and those willing to help? Do you agree or disagree with him? Provide evidence. (p. 47) • What do you learn about the judicial police from Enrique and the mayor’s driver? (p. 48) • How does Father Rigoni describe the situation for migrants in Tapachula? Why is the corruption so difficult to resolve according to Father Rigoni? (p. 49) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  17. DIRECTED READING WITH NUMBERED HEADS PERSEVERANCE • According to Nazario, what is the situation for many children traveling north to find their mothers? (p. 49-50) JOURNEY MATRIX: IF AT FIRST YOU DON’T SUCCEED, TRY AGAIN. Enrique made many several attempts to cross into The United States. Describe his first attempts. Summarize each journey, including the hardships that Enrique has to endure. (p. 50-51) (p. 53-56) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  18. DIRECTED READING WITH NUMBERED HEADS • Why is it so dangerous at the border town of TecúnUmán, Guatemala? What choices does Enrique make and why? (p. 52-53?) • How does life change for María Isabel with Enrique’s absence? What decision does she make? Explain. (p. 55-56) A MISTAKE • Why is Enrique on of the lucky ones according to Dr. Toledo? (p. 57) • Read silently pages 58-60. What do you hear in the writer’s voice? How does this information make you feel? 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 3: Facing the Beast, p. 61-100 • What has Enrique learned now on his eighth attempt to reach el Norte? (p. 61-62) • Why does Enrique feel safe in the cemetery? (p. 63) • Why is the cemetery “filled with peril”? (p. 63-65) • How does Enrique escape? What dangers do migrants confront? What is your response to this information? (p. 65-67) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  20. DIRECTED READING WITH NUMBERED HEADS GETTING ABOARD • What passion drives migrants on this journey? Share some of their stories. (p. 67-68) • What dangers do migrants confront boarding the trains? What are Enrique’s options for getting aboard? (p. 69-71) • For some the train is called El Gusano de Hierro, or The Iron Worm. For others, El Tren de la Muerte, The Train of Death, and some call it El TrenPeregrino, The Pilgrim’s Train. To Enrique, it is El Caballo de Hierro, The Iron Horse. Explain each of these names and the rationale given. (p. 70-72) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  21. DIRECTED READING WITH NUMBERED HEADS A DREADED STOP • How does Enrique manage to escape being captured by migraagents? (p. 72-73) Read “A Dreaded Stop.” (p. 72-81) JOURNAL ENTRY: Write your initial response after reading this section. Although difficult to read, why are these facts important for us to consider? What power do we have to change this horrible situation? A DECISION Dialogue Read: Narrator, Maria Isabel, Eva, Karla • What is Maria Isabel’s plan? What final decision does she make? Explain. (p. 81) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  22. DIRECTED READING WITH NUMBERED HEADS STAYING AWAKE • Describe how gangsters like the Mara Salvatrucha control the trains in Chiapas? What can migrants do to protect themselves? (p. 85) • What other dangers do Enrique and migrants confront daily? How do they struggle to survive? (p. 85-87) • Author Nazario juxtaposes the atrocities committed by corrupt police and gangters with the incredible scenery surrounding the train. “The train moves through a sea of plantain trees, lush and tropical.”(p. 82) “Monarch butterflies flutter alongside, overtaking his car.” (p. 87) What do you believe the author is communicating to the reader? Explain your answer. • What does it mean to Enrique and other migrants to reach the northern state line near San Ramón? (p. 87-88) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  23. DIRECTED READING WITH NUMBERED HEADS DEVOURED • Who would call the train, El TrenDevorador, The Train that Devours? Explain. (p. 88) • Case studies inform the reader of real people who have encountered “the beast.” What is Carlos’s story? (p. 89-90) • CASE STUDY- Olga Sánchez Martínez. Read Olga’s story (p. 90-96) and prepare a short case study on her life and work. • Read pages 97-98 about the “general denigration and humiliation of Central Americans in Mexico.” What are possible solutions to these atrocities? OAXACA • How do migrants like Enrique try to pass off as “Mexican” once they reach Oaxaca? Why do they do this? (p. 98-100) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  24. 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

  25. FIND THE MEANING • The day’s word is done at Las Anonas, a railside (1) hamlet of thirty-six families in the state of Oaxaca, when a field hand, Sirenio gómez Fuentes, sees a (2) startling sight: a (3) battered and bleeding boy, naked except for his underpants. (p. 45) • Díaz (4) balks. He is (5) miffed. “This is what they get for doing this journey,” he says. (p. 47) • When Enrique’s mother left, he was a child. Six months ago, the first time he set out to find her, he was still a (6) callow kid. (p. 49) • Now he is a veteran of a (7) perilous pilgrimage by children, many of whom come looking for their mothers and travel any way they can. (p. 49) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  26. FIND THE MEANING • Loose tracks (8) flail the train from side to side. (p. 54) • He leaps from the train, flinging himself outward into the black (9) void. (p. 55) • (10) Arrayed against them is la migra, along with crooked police, street gangsters, and bandits. (p. 68) • Of the half-dozen checkpoints Enrique has (11) eludedin southern Mexico, he fears La Arrocera most…Enrique has (12) defied La Arrocera before. (p. 73) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  27. Figurative language Sonia Nazario, the author of Enrique’s Journey, uses lots of figurative language in her writing. Looking at the list of the different styles of figurative writing, please write what style the author is using and explain your answer. • Another blow finds the left side of his face. It shatters three teeth. They rattle like broken glass in his mouth. (p. 54) • The train cars sway from side to side, up and down, like bobbing ice cubes. (p. 82) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  28. 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. • Do you agree or disagree with this quote? Explain. • 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

  29. QUOTABLE QUOTES • “If you speak out too much against police corruption, you wake up with a machete in your back,” says Father Rigoni. (p. 49) • “God,” she whispers, “grant me one wish. Get Mexican immigration authorities to catch Enrique and deport him back to Honduras. Send him back to me.” María Isabel (p. 56) • Chiapas, he says, “is a cemetery with no crosses, where people die without even getting a prayer.” Priest at Migrant Shelter (p. 68) • “No one tells me something can’t be done. Everything can be cured. Nothing is impossible,” Olga says. Olga Sánchez Martínez(p. 90) • “God has a plan for you,” she says. “You will learn to live – in a different way.” Olga Sánchez Martínez(p. 91) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  30. CASE STUDY - Olga Sánchez Martínez • You will develop a case study of Olga Sánchez Martínez and the Shelter of Jesus the Good Shepherd in Chiapas, Mexico. • Refer to the following website for your research: http://www.alberguebuenpastor.org.mx/index.php/en/donations In Mexico's southernmost state of Chiapas, Olga Sánchez Martínez operates the Shelter of Jesus the Good Shepherd for migrants injured by the trains. She works for free, seven days a week, and tries to raise money to provide them with medicine and prosthesis for lost limbs. (http://enriquesjourney.com/helpphotos.html) On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  31. CASE STUDY - Olga Sánchez Martínez • What is Olga’s story? • What do you learn about the shelter after reading pages 90-96 and perusing the website? • Where and how it all began? • Who supported the project? • What is the purpose? • Who is served? How are the people served? For how long? • What financial support do they receive? • Read a migrant testimony. How is the shelter serving its clients? • What is the future of the shelter? Explain. • What questions do you still have? What is your personal response to Olga’s dedication and the work of the shelter? On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

  32. 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

  33. ACTION RESEARCH – Primary sources Compare and contrast two articles: • Dominican School Hosts Mexican Human Rights Winner • Giving back via Enrique’s Journey 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

  34. ANTICIPATORY GUIDE Agree/Disagree • Central American governments are responsible for the migrants who are crossing daily into Mexico and The United States. • Only the wealthy are capable and willing to help out those who are poor and in need. • If at first you don’t succeed, try again, and again. • It is important to report gangsters’ violent activities towards migrants to the local Mexican police. • At the rate of nearly one every other day, the Red Cross estimates, U.S.-bound Central American migrants who ride freight trains los arms, legs, hands, or feet. On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

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