Module 3

A. BIBLIOGRAPHY

Munoz Ryan, Pam. Esperanza Rising. New York: Scholastic Inc., 2000.

B. PLOT SUMMARY

A young girl in Mexico who has it all, she has beautiful dresses, lives on a huge hacienda, servants take care of everything even bathing and combing her hair. She is an only child and her father spoils her.

Unfortunately, tragedy befalls her family, and Esperanza and her mother are forced to travel from Mexico to the United States during the Great Depression to face their new life in the farm labor camps.

Esperanza is plunged into a new life that deals with immigration and assimilation, not only to a new country but also into a different social class. Esperanza is ill prepared for the hard work and difficult conditions she now faces. She quickly learns household chores, though, and when her mother falls ill, she works packing produce until she makes enough money to bring her beloved abuelita to the U.S. The story weaves cultural, economic, and political unrest into Esperanza's life. Esperanza faces hardships that make her a stronger person and while reading the novel you learn about the boycotting of grapes, labor camps that are segregated and the unjust treatment of farm workers.

The symbolism is heavy-handed, as when Esperanza pricks her finger on a rose thorn just before her father is killed.

C. CRITICAL ANALYSIS (INCLUDING CULTURAL MARKERS)

Throughout the novel the characters teach others through their philosophical sayings (dichos) a characteristic of Mexican culture.

'Aguantate tantito y la fruta caera en tu mano,' he said. 'Wait a little while and the fruit will fall into your hand. You must be patient, Esperanza."' Prolog, p. 2

"No hay rosa sin espinas. There is no rose without thorns." Chapter 1, Las Uvas, p. 14

In Mexico there is division among the social classes, this are some examples from the novel:

“Mama, tall and elegant, her hair in the usual braided wreath that crowned her head” p. 5

“She was a Zapotec Indian from Oaxaca, with a short solid figure and blue-black hair in a braid down her back.” p. 15

“Miguel was the housekeeper’s son and she was the ranch owner’s daughter and between them ran a deep river.” p. 18

The Mexican culture is family oriented, this is portrayed throughtout the novel when the families all help each other out, during difficult times. They take care of each others children, they provide food for everyone not just for their family and they always pool their resources to help the less fortunate.


D. REVIEW EXCERPTS

Publishers Weekly, starred review
“Told in a lyrical, fairy-tale like style …Readers will be swept up”

School Library Journal, starred review

“Easy to booktalk, useful in classroom discussions, and accessible as pleasure reading, this well-written novel belongs in all collections.”


E. CONNECTIONS

Discuss how the story of the phoenix rising from a pile of ashes to form a new life parallels Esperanza's life.

Trace the four main changes in Esperanza's life, beginning with her childhood in Mexico as a wealthy family's daughter.

Discuss the conflicts between the strikers and those workers who are satisfied to continue with their lives as they are.

Research topics: Mexican Revolution, Cesar Chavez, Depression, Labor Camps



A. BIBLIOGRAPHY

Soto, Gary (1992). The Skirt. New York: Bantam Doubleday Dell Books for Young Readers.

B. PLOT SUMMARY
Miata is always loosing her belongings. Her mother lets her borrow her old folklorico skirt that she had worn in Mexico to use at a dance that she will be participating in at school. Miata and her best friend Ana were on the bus, they were moving from one seat to another to get away from the boys that were bothering them. While moving, to get away from the boys, Miata forgot the skirt. When she realizes that she left the skirt on the bus it is to late, the bus has left. She does not want to tell her mother that she has lost the skirt so Miata and Ana go to where they keep the buses and get into the locked area. They find the skirt and Miata is able to get the skirt safely home but not before having some adventures. She hangs the skirt on the clothesline and goes inside. Her mother tells her that she has a surprise for her, she gives her a new skirt, Miata is both happy and sad. The day of her dance she wears both skirts, the old one under the new one. Her mother sees what she has done and feels proud of her daughter.

C. CRITICAL ANALYSIS (INCLUDING CULTURAL MARKERS)

The story revolves around a skirt that is to be used for a folklorico dance that is part of the Mexican culture. Folkloric skirts are adorned with bright colored ribbons. “The skirt was old, but a rainbow of shiny ribbons still made it pretty.” (p. 7)

The Spanish language is used throughout the story. “!Ay, Dios!” her mother chirped. “You scared me prieta.” (p. 13) “?Que Paso,” she said to Ana as she hurried off the bus. (p.47)

Mexican people are normally portrayed as dark skin, eyes and hair but not all Mexicans have those characteristics. “Little Ana had curly hair and a galaxy of freckles on her face. Miata had known one other Mexican girl who had freckles.” (p.14)

The illustrations are all done in pencil, black and white, it would have been more effective if color had been used to portray the rich colors used when describing the skirt.

D. REVIEW EXCERPTS

“Light, easy reading . . . offering readers a cast and situations with which to identify, whatever their own ethnic origins.”—The Bulletin

“A light, engaging narrative that successfully combines information on Hispanic culture with familiar and recognizable childhood themes.”
—School Library Journal

E. CONNECTIONS
Childrens literature network features books with latino characters
http://www.childrensliteraturenetwork.org/resource/readlist/favlatin.html

Cross-curricular unit designed to introduce students to Mexican culture.
http://www.cis.yale.edu/ynhti/curriculum/units/1997/1/97.01.04.x.html

Explains how to make a star pinata.
http://www.nacnet.org/assunta/nacpinat.htm

History of Mexico, explore each state of the Mexican Republic, and play games!
http://www.elbalero.gob.mx/kids/



A. BIBLIOGRAPHY
Mora, P. (2005). Doña Flor: A Tall Tale About a Giant Woman with a Great Big Heart. Colon, R. (Illus.). NewYork: Knopf Books for Young Readers.

B. PLOT SUMMARY

This story is set in the Southwest and is about a giant woman, Dona Flor, who lives peacefully in a village. This story is about compassion, friendship, and bravery.

Dona Flor is larger than life. Flor’s mother sang to her corn plants and they “grew as tall as trees”; and “when she sang to her baby… Flor grew and grew too.” She grew until she was a giant. At first the children are intimidated and laugh at the tall woman, but they soon grow used to their generous neighbor who is always willing to help them out. Flor wakes the village up every morning as she pats tortillas into shape for their morning meal. There are always extras, convenient for roofs; the children float on others, making tortilla rafts. There is no end to Flor’s creativity; even her sunflowers can be used for umbrellas. Dona Flor is wise, and eager to befriend everyone in her little pueblo.
When she was grown up she allowed everyone in her home, whether animal or person. One day the villagers are scared out of their wits by the deafening roar of a mountain lion. When the wind starts making a fuss as well Flor gets him under control with a big old hug. Finally, Flor finds the source of the giant cat's cries. Seems a puma has set up a somewhat clever hollow log device that blasts its voice over the countryside. Flor befriends the puma then she and all her animal friends settle in for the night on some comfy fluffy clouds.



C. CRITICAL ANALYSIS (INCLUDING CULTURAL MARKERS)


Raul Colon does a wonderful job of illustrating Dona Flor she has the tan skin dark long hair that is worn with two straight braids down her back and dark eyes.

In the picture that Dona Flor is plucking a star for her friends to find their way home she is wearing a red reboso that is a traditional garment in Mexico.

The colors used in the illustrations are vibrant and very appealing and help bring the bigger than life protagonist to life.

It incorporates some Spanish words and phrases as well as a glossary.

D. REVIEW EXCERPTS

Book Links

Mora's poetic text is sprinkled with Spanish words and phrases, and Colon's whimsical scratchboard art adds an uplifting tine to this satisfying tale.

Kirkus Reviews
“Doña Flor, beautiful giantess of the American Southwest, is so tall she plucks estrellas from the sky and grabs snow from mountaintops to wake herself up in the morning. Her can tortillas are so big that her neighbors use the extra ones as roofs. This gentle giant is una amiga and protector to all, so when a roaming, roaring mountain lion begins to scare the villagers, she vows to find the guilty gato. Since she speaks all languages (even rattler), she recruits her animal friends and successfully locates the kittenish culprit on a mesa-a tiny prankster puma using a long, hollow log to generate a big "Rrr-oarrr!" that echoes down the valley. Doña Flor, serene as la luna, turns the roars to purrs and all ends well with Pumito sleeping atop her big toes. [Raul] Colón's gorgeous illustrations (with his round, swirling scratchboard style in warm, buttery colors) . . . .”


E. CONNECTIONS

•Introduce the tall tale tradition and have students explore if it is a uniquely American tradition. Have them select their favorite tall tale and illustrate it.

•Have students do a comparison of Flor and another tall tale.

•Of course, have students write and illustrate their own tall tales and, if possible, present them to another class. These could make wonderful dramatizations that could include music and technology.

http://www.patmora.com/ideas_dona.htm
this site has an audience participation poem linked with the book.