esperanza rising essay samples

Esperanza Rising

By pam muñoz ryan, esperanza rising essay questions.

Describe how Esperanza matures and evolves over the course of the novel.

Esperanza grows and matures in several ways. At the beginning of the novel, she is a wealthy girl without a trouble in the world and is largely ignorant to the problems of people around her. However, her father's death starts a series of events that shatters Esperanza's sheltered bubble. She is forced to leave behind everything she knows and overnight, goes from a carefree young girl to a desperate migrant worker. Though she struggles to adapt to these changes, Esperanza becomes increasingly aware of the larger issues in the world - because now, they affect her directly. As the novel goes on, she takes on more responsibility as a caretaker and provider for her family and learns to show compassion for others.

Describe the similarities between Papa and Miguel (especially in the way they relate to Esperanza)

Both Papa and Miguel serve as protectors for Esperanza and comfort her in times of despair. Esperanza often sees parts of her father in Miguel. Both men also have a close relationship with nature and connect with Esperanza over this. They are patient, kind, and compassionate - even though they have completely different social backgrounds. At the beginning of the novel, Esperanza and Miguel are somewhat estranged due to the pressure of their class disparity. However, Esperanza learns to see beyond their superficial differences and realizes how much she cares about Miguel.

Describe the ways in which Marta serves as a catalyst in the novel.

Marta urges the strikers into action, but she also serves as a catalyst for Esperanza's change in perspective. She rallies the workers and helps call them to action in a similar way that she pushes Esperanza towards taking action to improve her own life. Before meeting Marta, Esperanza does not realize how lucky she is. However, Marta's hostility forces Esperanza to look truthfully at her past life and to stand up for herself when it is necessary.

How does the opening scene with Esperanza and her father shape her relationship with nature?

When Papa teaches Esperanza to hear the heartbeat of the land, Esperanza forms a connection with nature and her father. From that point on her life follows a seasonal pattern - the rotating crops affect her daily routine. However, she can always count on the fact that the seasons will change, and that fruit will always grow. She just has to be patient and listen to the earth.

Abuelita tells Esperanza while knitting, "do not be afraid to start over." How does Esperanza "start over?"

When Esperanza's father dies, she loses the stability of her family and her home. She must start over physically when she and Mama leave everything behind and move to the United States. Once she arrives in California, Esperanza has to start from scratch when it comes to contributing to the camp. She has no idea how to do chores or manual labor. Also, in the camp, it does not matter that Esperanza is the daughter of a wealthy landowner, or that she once was a member of a higher social class - she must learn to work hard like everyone else, and she faces the same prejudices as all the Mexicans in America.

How does Esperanza learn from her elders?

Esperanza is fortunate to have many people around her who can guide her progress and help her cope with her circumstances. At the beginning of the novel, Papa teachers Esperanza to be patient and respect the cycles of nature. After Papa's death, Mama and Abuelita encourage Esperanza to stay positive and help her adapt to her rapidly changing life. Mama shows her daughter humility and how to be compassionate to others - regardless of social class. Miguel helps to keep Esperanza grounded when she is losing hope, while Josefina and Isabel teach the young girl how to do housework and pull her weight in the camp.

Describe the symbolism of Esperanza's doll and how it represents Esperanza's evolution over the course of the novel.

In the beginning of the novel, Esperanza's doll is a physical manifestation of her family's social status and wealth, as well as her connection to her father. Later, Esperanza refuses to share the doll with the a dirty child on the train, which demonstrates her immaturity and her denial about her new circumstances. At the end of the novel, Esperanza gives the doll to Isabel. This action is symbolic of Esperanza's personal growth. She has since realized that she does not need material objects to keep the memory of Papa alive.

Compare the trajectory of Esperanza and her family to the image of the rising phoenix.

Esperanza describes the phoenix as a bird that rises from the ashes. Esperanza, Mama, and Abuelita are left with nothing once Papa dies and their home burns down. Throughout the novel, they must start over again and again. In the United States, Mama must become a migrant worker. When she falls ill, Esperanza takes on the responsibility of making money for her family. Abuelita is injured and has to stay behind in Mexico. Ultimately, Esperanza's hard work, faith, and determination reunites her family. Just like the phoenix, Esperanza and her family persevere even when they have lost everything they ever cared about. They are able to recover, even after finding themselves in the most desperate possible position.

Describe the role of Marta in relation to Esperanza in the novel. How do they affect and learn from each other?

Marta serves as a foil for Esperanza in the novel. While Esperanza comes from a wealthy background, getting everything she ever wanted, Marta's origins are humble - she has had to fight for everything she has. Because they come from opposite social class backgrounds, Marta and Esperanza have very different opinions about the world. Marta is a woman of action - she calls the workers to strike and is not afraid to state her opinion. Initially, Esperanza is a bit more shy and insecure. For most of the novel, she acts in response to others rather than taking responsibility for her own actions. However, the two girls have similar relationships to their mothers, which is what motivates Esperanza to help Marta escape from the immigration officials during the strike.

How do Isabel and Esperanza help each other? Describe the mutual benefits of their relationship.

Initially, Isabel finds Esperanza's wealthy upbringing fascinating. She always asks Esperanza about her past life as if were a favorite fairy tale. However, the younger girl must help Esperanza learn to do chores and take care of the babies, as Esperanza has never done any manual labor in her life. Later, Esperanza gives her doll to Isabel to make her feel better after she has failed to earn the Queen of May crown at her school. The doll makes Isabel feel like a real queen instead of a temporary one.

Esperanza Rising Questions and Answers

The Question and Answer section for Esperanza Rising is a great resource to ask questions, find answers, and discuss the novel.

What are some things the strikers do to try to accomplish their mission? Do you agree or disagree with their methods? Explain.

There are people holding signs all over the camp, urging everyone else to join the strike. Some throw rocks and hurl insults at the workers going in. I can understand their frustrations at the bad working conditions and low pay. It seems like a...

How does Marisol demonstrates that she is a true friend in chapter 2?

Reality settles in and Esperanza must accept the tragedy from the night before - bandits killed her beloved father while he was repairing a fence on their ranch. Esperanza hears a knock at the front door. It is Señor Rodríguez, Marisol’s father,...

What gesture makes Esperanza begin to worry?

I'm not sure what chapter you are referring to. In chapter 2 Esperanza is gathering roses in preparation for the big party. She pricks her thumb on a nasty thorn, and thinks, "bad luck."

Study Guide for Esperanza Rising

Esperanza Rising study guide contains a biography of Pam Muñoz Ryan, literature essays, quiz questions, major themes, characters, and a full summary and analysis.

• About Esperanza Rising
• Esperanza Rising Summary
• Esperanza Rising Video
• Character List

Lesson Plan for Esperanza Rising

• About the Author
• Study Objectives
• Common Core Standards
• Introduction to Esperanza Rising
• Relationship to Other Books
• Bringing in Technology
• Notes to the Teacher
• Related Links
• Esperanza Rising Bibliography

Wikipedia Entries for Esperanza Rising

• Introduction
• Plot synopsis
• Main characters and personalities
• Background information
• Critical reception

The “Esperanza Rising” Novel by Pam Muñoz Ryan Essay

The inspirational novel Esperanza Rising tells the narrative of a girl who discovers the value of resilience, tenacity, and devotion through her relationships with her family and friends. Poverty-stricken families, particularly those of immigrants and low-wage workers, are shown in this novel as facing unique cultural and personal challenges. Esperanza endures tremendous hardship throughout the book after the death of her father, house, riches, and social standing. The main literary theme addressed in the novel is starting over. The novel focuses on the life of Esperanza Ortega, who goes through various challenges in her life after the death of her father. The experiences of the main character prove that starting over is an essential process in a person’s life. Starting over can bring a positive experience since Esperance benefitted greatly from the loss of her social status by attaining independence, growth, fortitude, and work skills.

The process of starting over motivates an individual to learn acceptance and growth. In this novel, the main character is inspired to accept this process by Abuelita. Notably, Esperanza’s grandmother narrates that starting over was a crucial process that changed her life since it allowed her to adapt when her family’s circumstances changed. When Esperanza is pricked by a thorn, Abuelita motivates her to be prepared for any life difficulties since challenges can occur in different ways. This aspect is elaborated by the text, “Do not be afraid to start over. There were many hard times. But life was also exciting. And we had each other” (Ryan 32). Thus, Abuelita’s childhood experiences prove that acceptance of change contributes to growth. Moreover, such acceptance improves an individual’s preparedness in case a tragedy strike.

The difficulties that Esperanza faces after her father’s death proves that people should always be prepared for change. The main character portrays the life of a rich young girl. “She understood that Miguel was the housekeeper’s son and she was the ranch owner’s daughter and between them ran a deep river” (Ryan 41). This text elaborates on the early life of Esperanza as the daughter of a wealthy ranch owner. However, she soon had to make changes in her life after the death of her father and their migration to America. “Esperanza was amazed. She had never washed anything in her life and Isabel, who was only eight years old, made it look so easy” (Ryan 66). Additionally, these circumstances forced her to learn housekeeping skills from her friends and people who were close to her. For instance, she tells a friend, “I will even show you the beautiful doll my papa bought me, if you will teach me how to pin diapers, how to wash, and…” (Ryan 69). Generally, Esperanza adjusts and appreciates the process of starting over since it allows her to become self-dependent.

Starting over improves an individual’s responsibilities and makes them assume new roles. At the start of the Novel, Esperanza relies on her parents, which is shown when the writer says, “Esperanza preferred to think, though, that she and her someday-husband would live with Mama and Papa forever” (Ryan 10). However, after the death of her father, the family decides to immigrate to America, where she has to find a job and take care of the family. “She fixed their bottles of milk and let them play while she made the beds. Then she followed Hortensia’s instructions for starting dinner before turning to the laundry” (Ryan 81). Additionally, Esperanza learns that starting over can make one responsible as she starts saving money after relocating to America and even encourages Miguel to bring Abuelita from Mexico to California. “She wanted to explain to them about Abuelita and how she had to find a way to get some money to her so she could travel” (Ryan 110). These occurrences prove that by starting over, a person like Miguel can partake in the role of caring for Abuelita and other close relatives such as his mother.

In summation, starting over is a crucial process that provides numerous benefits. Firstly, the process inspires a person to accept change and growth, as is demonstrated by Esperanza learning works skills in America. Secondly, the process forces an individual to become responsible, especially due to the desire to meet other people’s needs. This aspect is portrayed by the main character’s take on jobs to provide for her mother and raise money for her grandmother’s travel. Lastly, starting over improves coping skills, guaranteeing an individual’s survival, especially when faced with different challenges. Esperanza has to learn to cope with her new reality of the loss of status and the death of her father and become committed to making things better. This literary analysis can benefit the reader in understanding the relevance of starting over when faced with challenges in life and striving to improve one’s circumstances through resilience.

Ryan, Pam Muñoz. Esperanza Rising . Scholastic Inc., 2012.

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Bibliography

IvyPanda . "The "Esperanza Rising" Novel by Pam Muñoz Ryan." June 13, 2023. https://ivypanda.com/essays/the-esperanza-rising-novel-by-pam-munoz-ryan/.

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In Esperanza Rising , author Pam Muñoz Ryan shares the story of Esperanza Ortega, a young child forced to flee her home in Mexico after her father is murdered. After a long, difficult journey, Esperanza and her mother settle in a camp for Mexican farmworkers in California and endure hard labor, financial struggles, and discrimination.

For young readers of Esperanza Rising , this novel provides an opportunity to learn about the plight of Mexican workers during the Great Depression and reflect on what it takes to rise above tragedy, adversity, and the harsh realities immigrants often face . This novel also presents complex themes related to race, class, courage, and compassion to your students, while introducing them to the power of passionate storytelling .

During reading, encourage your students to reflect on the experience of Esperanza through writing and discussion. The following 18 prompts will not only help boost your students’ comprehension of the story, but they’ll also help your young readers connect with Esperanza’s inspiring story in a deeper and more meaningful way.

1. Why does the author open with a scene of Esperanza and her father lying down to hear the heartbeat of the earth? How does this shared experience seem to affect Esperanza's relationship with her father?

2. Explain Mama's reasons for leaving Mexico. Would you have been willing to make the same decision if you were in her situation? Why or why not?

3. Esperanza and Miguel take a train ride together as young children. Compare this train ride to the one they take when going to live in America.

4. What does Esperanza mean when she says to Miguel that there is a "deep river" that runs between them? Does this change in California? If so, describe how their relationship changes and give reasons for why this might happen.

5. Describe the cabin where Esperanza must live in America. How does this home compare to her home in Mexico? When Esperanza points out these differences, why does Mama become angry with her? Is Mama right to be angry with her? Why or why not?

6. A poor woman on the train to Los Angeles explains that although she is poor, she is rich. How can a poor person be rich? How can a rich person be poor?

7. Why does Esperanza dislike Marta when they first meet? What makes Esperanza change her mind about Marta?

8. After the dust storm, Mama is the only one of the workers in the cabin to become ill. Why is this so? How does her illness affect Esperanza? Why does Esperanza agree to cut the eyes out of the potatoes?

9. When Esperanza is told she cannot visit her mother for several weeks, she describes her life as going through "the motions of living." Have you ever felt this way? If so, describe how. What does Esperanza do to increase the amount of joy in her life?

10. Why does Miguel drive out of his way to shop at the Japanese store? What does Alfonso mean when he tells Miguel that Mr. Yakota is "getting rich on other people's bad manners"?

11.  Compare the strikers' camp to the camp in which Esperanza lives. How does seeing this camp and its inhabitants affect Esperanza?

12.  Alfonso and Miguel keep telling Esperanza that if is she does good work the farmers will keep employing her. Do you believe that philosophy applies in today's world? Why or why not?

13.  What do you think of "voluntary deportation"? Is this a peaceful or violent way to handle the situation with the strikers? Did Esperanza do the right thing by helping Marta and risking the chance of being deported herself?

14.  Papa's words, "Wait a little while and the fruit will fall into your hands," are said by Miguel in a heated argument with Esperanza. How does this idea relate to the titles of the chapters in this novel? How does this relate to the end of the novel when Esperanza is retelling all the events from California to Abuelita?

15.  When Esperanza finds out Miguel has taken her money orders, she is devastated. Describe how she must feel when Alfonso comes to take her to the train station to pick Miguel up. Is she justified to feel this way? What was Miguel's reason for taking the money? What do his actions mean?

16.  The last section of the novel has Esperanza and Miguel listening to the heartbeat of the earth. What does this parallel to the first chapter mean?

17.  The novel ends with Esperanza teaching Isabel how to crochet the zigzag stitch. How do the "mountains and valleys" compare to the plot of the novel? Is there a skill or talent that someone in your family has that you have learned or would like to learn? Please describe.

18.  Read the last sentence of the novel and explain how it relates to the book's themes.

After reading, invite your students to imagine being taken out of their life right now and put in a work camp like Esperanza’s. Encourage your students to reflect on how they would react and how they would overcome the harsh realities of their new life using the lessons they learned from Esperanza Rising .

Order your class copies of Esperanza Rising below! You can find all books and activities at The Teacher Store . For more teacher resources on the expansive works of Pam Muñoz Ryan, check out this discussion guide .

Esperanza Rising

57 pages • 1 hour read

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Chapters 1-4

Chapters 5-7

Chapters 8-11

Chapters 12-14

Character Analysis

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Summary and Study Guide

Pam Muñoz Ryan is the award-winning author of over 40 books for new readers, middle-grade students, and young adults. Esperanza Rising (2000) is one of her most popular works and was honored with the 2001 Southern California Judy Lopez Award and the 2001 Arizona Young Adult Book Award. It also became a 2001 Los Angeles Times Book Prize Finalist. Other titles by the same author include Riding Freedom (1998), Becoming Naomi Léon (2004), Paint the Wind (2007), The Dreamer (2010), and Echo (2015).

Esperanza Rising is categorized as children’s historical fiction. It is intended for readers in grades 3 through 7. The novel draws on Muñoz Ryan’s Mexican heritage and her memories of growing up in California’s San Joaquin Valley. The character Esperanza is based on Ryan’s grandmother and her experience as a migrant worker in a company camp during the Great Depression.

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The story begins in 1924 in Aguascalientes, Mexico, but quickly skips forward to 1930 and covers events from autumn 1930 to autumn 1931. Most of the action takes place in a migrant worker camp in Arvin, California. The story is told using limited third-person narration from the perspective of 13-year-old Esperanza Ortega .

Esperanza begins life as the pampered only child of a wealthy Mexican landowner, but her world is shattered on her 13th birthday when her father is killed by bandits. She is separated from her grandmother and forced to flee to America with her mother to escape the clutches of greedy relatives. The author uses Esperanza’s transformation from a princess to a peasant to explore the themes about the true meaning of wealth , the importance of family , and how to embrace new beginnings in life.

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The page citations in this study guide refer to the Kindle edition of the book.

Plot Summary

Esperanza Ortega lives a life of luxury on a ranch in Mexico with her father, mother, and grandmother. They are attended by their faithful servants, Hortensia and Alfonso . Their servants’ son Miguel has been Esperanza’s lifelong friend. On the eve of her 13th birthday, Esperanza proudly participates in the ritual of initiating the grape harvest. That night, she learns that her father and his men have been killed by bandits. Esperanza is devastated as are her mother, Ramona , and Abuelita , her grandmother. Her father’s greedy stepbrothers soon take control of the estate. Her uncle Luis tries to force Ramona to marry him by setting fire to the house and burning all the family’s possessions. Esperanza, Ramona, and Abuelita escape and take shelter with their servants, but Abuelita sprains her ankle and must stay at a local convent until she recovers.

Meanwhile, the servants smuggle Esperanza and Ramona out of the country, and everyone finds jobs as migrant farmworkers in the San Joaquin Valley. Esperanza has a terrible time adjusting to the hard work and cramped living conditions in her new home. She constantly laments the loss of her father and fortune until Ramona falls ill with Valley Fever. Fearing to lose her mother too, Esperanza steps up to the challenge and goes to work to earn enough money to bring her grandmother to California.

Esperanza’s troubles multiply when Ramona develops pneumonia. Meanwhile, other migrants are pressing to form a union and are threatening those workers who don’t want to join. Between union agitators causing trouble and a raid by the Immigration Bureau, Esperanza is terrified that she and her friends will be harmed or sent back to Mexico. Fortunately, Miguel finds a way to bring Abuelita to America and reunite her with Ramona and Esperanza. The novel ends on a hopeful note as Esperanza finally lets go of her lost past and looks forward to a better future for herself and her family.

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Esperanza Rising

Pam muñoz ryan, everything you need for every book you read., esperanza ortega, ramona ortega / mama, sixto ortega / papa.

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Esperanza Rising : Learning Not to Be Afraid to Start Over

Mexican woman farm laborer picking tomatoes in a California field, 1938. These were the very same circumstances and times that Esperanza lived and worked in as a child.

Library of Congress

When Esperanza is a young girl learning with difficulty to crochet, her grandmother unravels all of her rows and advises, "Do not be afraid to start over." Although Esperanza does not realize it at the time, this advice will become her guiding principle as she learns to confront some of life's harsher realities.

A Spanish-language edition Esperanza Renace is also available.

Guiding Questions

What challenges must Esperanza overcome when she leaves her home in Mexico to live in the United States?

What is the source of Esperanza's "hope" for happiness?

Why does Esperanza's story resonate today?

How do familial relations influence how we view and interact in the world?

Learning Objectives

Analyze and identify the structural elements of the novel and how they contribute to meaning.

Use specific examples from the text to support interpretations of the story.

Situate the novel in historical context and explore connections between literature and history.

Draw upon text-based evidence and interpretation of historical documents to analyze the novel and understand the historical context of the Mexican Revolution and Great Depression

Draw connections between the historical fiction in the novel and the present day, focusing on immigration and the experience of immigrants to the United States

Lesson Plan Details

Esperanza Rising  was inspired by the stories author Pam Muñoz Ryan was told as a child by her grandmother, Esperanza Ortega Muñoz. Set in the early 1930s, twenty years after the Mexican Revolution and during the Great Depression, Esperanza Rising tells the story of a young Mexican girl's courage and resourcefulness when at the age of thirteen she finds herself living in a strange new world. Esperanza, whose name means "hope" in Spanish, is born to a world of pampered comfort and privilege on a large and successful ranch. But when her father is killed by bandits, she and her mother are eventually forced to flee their life of privilege and travel to the United States where they survive as best they can as migrant farm laborers. When her mother falls ill with Valley Fever, Esperanza learns the value of family and friends. She finds ways to care for her mother and cope with the difficulties of making a new home, rising again like the mythical phoenix in the stories her grandmother told her when she was a child.

On one important level Esperanza Rising is a heartwarming story of a young girl who learns the importance of love and sacrifice for family and friends, but on another level it is also a lesson in the cultural as well as personal struggles that poor families, especially immigrants and farm laborers, must experience.

The novel begins with Esperanza as a child of six in 1924, then jumps ahead six years to the eve of her thirteenth birthday. An EDSITEment feature, The Centennial of the Mexican Revolution, 1910-2010 , provides a comprehensive background on The Mexican Revolution. Although the Revolution officially ended with the proclamation of the new Constitution of 1917, fighting continued until 1920, and instances of lawlessness and revolutionary activity lingered with the assassinations of Emiliano Zapata in 1919, of Carranza, the first President elected after the proclamation of the new Constitution, in 1920, and of Pancho Villa in 1923. At the time of the story, bandits, some of them former revolutionaries, were still active, especially against the large landowners like Esperanza's family. This historical background lends depth and richness to the plot and setting as well as to the characters.

The novel is set on a large ranch in Aguascalientes, Mexico, which a decade earlier had been a center of revolutionary activity, and in migrant labor camps near Arvin, California.

The opening chapters of the book introduce students to the class divides in early 20th-century Mexico, which, like similar distinctions in the United States, were based not only on social class and education but on economics and ethnicity. In the early decades of the 20th century there was great discontent among Mexicans over the distribution of land and wealth as well as over participation in Mexican politics. The  Getty Museum website online exhibition on " Mexico from Empire to Revolution " includes photographs and background information on the lives of ordinary people in the time of the revolution.

Although the Revolution of 1910 brought political reform, some remained unsatisfied with the results. Pam Muñoz Ryan mentions at least two occasions when bandits attack the ranch owned by Esperanza's family, and it was bandits who killed her father, Sixto Ortega, and set the story of Esperanza's immigration to the United States in motion. These bandits, sometimes former revolutionaries, continued to carry out raids against the large landowners many years after the revolution. And even though Esperanza's father is generous and has given land to his campesinos , or field workers, there are still those who remember the revolution and the great resentment over the unfair distribution of land and the divide between the rich and the poor. During and after the Mexican Revolution many Mexicans who could not find work immigrated to the U.S. where they often became migrant farm laborers on the large farms of California. 

Esperanza Rising is also set in the midst of the Great Depression that affected much of the world in the 1930s. The website for the another PBS documentary, Surviving the Dustbowl , has helpful background on The Great Depression and other events leading to the enormous internal migration of American farm families from the dustbowl of the American Midwest. These displaced families were the Okies made famous by John Steinbeck in his Grapes of Wrath and also referred to in Esperanza Rising . The Dustbowl website includes a timeline of related historical events.

The Okies were as desperate for work as the Mexican farm laborers and their growing numbers were creating a labor glut in California. Farmers and growers were able to take advantage of this situation and reduce labor costs, paying lower wages and providing only the bare minimum in the way of accommodations. Some of the farm laborers attempted to form a union and encourage other laborers to strike for better working conditions and higher wages. In time the U.S. Government stepped in and attempted to force repatriation of many of the Mexican farm laborers, some of whom were born in the U.S. or had become citizens. The U.S. Immigration and Naturalization Service conducted raids and deported many thousands of Mexican laborers and their families. Photos of the Great Depression are available on the American Memory website at the Library of Congress. 

Among the many hardships that Esperanza and her mother experience is the very difficult case of Valley Fever that Ramona, Esperanza's mother, catches after the dust storm. Although medical care is expensive for Esperanza, it is available in the county hospital. You can learn more about this disease, Coccidioidomycosis , from Medline Plus on the National Institutes of Health website.

CCSS.ELA-LITERACY.CCRA.R.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-LITERACY.CCRA.R.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCSS.ELA-LITERACY.CCRA.R.3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

CCSS.ELA-LITERACY.CCRA.R.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

CCSS.ELA-LITERACY.CCRA.R.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

CCSS.ELA-LITERACY.CCRA.R.6. Assess how point of view or purpose shapes the content and style of a text.

This lesson assumes that students have already been asked to read Esperanza Rising , and although some of the activities could begin while they are reading, the fourth activity requires knowledge of the entire novel.

Prior to assigning activities

• Review the lesson plan and the websites used throughout. Locate and bookmark suggested resources and websites. Some of the websites with large numbers of photographs should be used with careful guidance from the teacher to help put the images into an appropriate context for the study of the novel.
• Listen to the interview with Augustus Martinez and two interviews with  Jose Flores,  two Mexican migrant farmers who experienced this reality firsthand, archived by the Library of Congress mentioned for Activity 3. These audio files offer a wealth of relevant material. They can be assigned as homework, but will reward group listening and discussion in class. Each interview is approximately 8 to 10 minutes long.
• Preview the materials available on the EDSITEment LaunchPad , the Immigration Worksheet. The Library of Congress offers a teaching resource featuring the history of  Immigration from Mexico.  Preview materials for the EDSITEment Launchpad, the Story Worksheet.

Note: Students can use the Student Activity page for this lesson, which guides them through these activities.

Activity 1. A Birthday at El Rancho de las Rosas

After students have read at least the first three or four chapters of Esperanza Rising , ask them to imagine what Esperanza's life was like as the pampered child of a wealthy landowner. The goal of this activity is to introduce students to some elements of Mexican culture from the novel, but also to emphasize some of the stark contrasts between Esperanza's privileged position early in the story and her later experiences. Students should also begin to understand the various social and class distinctions as well as the economic divisions between Esperanza's immediate family and their servants and farm workers.

To introduce some of these important differences ask students to take part in a short dramatic sketch reenacting Esperanza's birthday party. You may want to begin by asking your class to locate Aguascalientes on a map of Mexico such as the one on the  National Geographic website . Then ask them to imagine what it would have been like to be Esperanza on her birthday? This activity could take the form of a short play that the students write in which they assume the roles of the family and farm workers and friends from the area celebrating Esperanza's birthday, the one prior to the family tragedy.

Ask students to use details from the novel to create a birthday celebration for Esperanza. Encourage them to mention food, games, gifts, and the birthday song, as well as the parts played by the family, friends, and servants. The Texas State Library has online audio files of Las Mañanitas , the Birthday Song. Before they begin ask them to discuss and answer the following questions.

• Who comes to Esperanza's birthday party?
• How many friends her own age does she have?
• What gifts does she expect to receive?
• What are the games they play and songs they sing?
• What is the birthday song?

When they have written and performed their play, ask students to discuss what they have learned about Esperanza and her family from the birthday party? Try to get them to notice and comment on any cultural differences that occur to them, such as the absence of a birthday cake and the relatively small number of children Esperanza's own age.

Activity 2. Immigrating to the United States

After students have looked at the web resources and have read at least the first six chapters of the book, through "Los Melones" (cantaloupes), ask them to imagine what it would have been like for Esperanza and her mother to decide to leave their family's ranch and travel to California. The goal of this second activity is to encourage students to appreciate some of the jarring dislocations that Esperanza and her mother, Ramona, and grandmother experience after the death of Esperanza's father, Sixto Ortega. Their family tragedy is made worse by the greed and cruelty of Esperanza's uncles, Tío Marco and Tío Luis, who force Ramona to decide whether to marry her brother-in-law Luis and stay on in Aguascalientes, along with all the hardships that would bring, or to take her daughter and flee with her former servants Alfonzo and Hortensia and their son Miguel and begin a new life in what for them will be a strange new country.

In preparation for this activity, students will benefit from reviewing some of the following web resources. You can assign some of this as homework, using the EDSITEment Study Activity , but you may want to introduce some of the many photographs on these sites, not all of which will be relevant to Esperanza Rising , in class. A good place to start is by asking students to return to Aguascalientes on a map of Mexico, such as the one on the National Geographic website; then ask them to find Mexicali, the railroad terminus on the California border, and Los Angeles and Arvin (which is not named but is near Bakersfield) on the National Geographic map of California. This should help them to appreciate the great distance that Esperanza and her mother must travel (and that Miguel will have to travel later in the story to bring Esperanza's grandmother Abuelita to join them in California).

There is some helpful background information on the history of the Mexican Revolution of 1910 and its aftermath on the  EDSITEment-reviewed Latin American Network Information Center. Students can also learn more about the lives of ordinary people like those in the story and look at a collection of photographs on the "Mexico from Empire to Revolution" on the EDSITEment-reviewed website of the Getty Museum . 

This activity, which encourages critical thinking and analysis, can be assigned individually or to small work groups. Ask students to make lists of the pros and cons to help them understand what was at stake for Ramona and Esperanza when they had to decide whether to stay in Aguascalientes or flee to California. Encourage them to think about what the consequences might be for each decision. Students may also want to trace the route of the trip to the United States on a map. As they work on the assignment they will be asked to consider the following questions:

• Why is Ramona opposed to marrying Tío Luis?
• Why must Abuelita, Esperanza's grandmother, be left behind?
• What do Esperanza and her mother and their friends take with them on their journey?
• What is the hardest part of the journey for Esperanza?
• What food do they eat and where do they get their food?
• How far do they travel and how many days does the trip take?
• What would it be like traveling such a great distance by train?
• Who are some of the other passengers they meet on the train?
• How does Esperanza react to the strangers she meets?

When they have finished answering these questions and making their lists, assemble the entire class for an opportunity to compare their lists and to discuss Ramona's decision. Most students will very likely conclude that Ramona made the right decision, but if some conclude she should have stayed and married her husband's brother, Tío Luis, that will provide the basis for a better discussion. If none of the students favor Ramona's staying, be sure that their discussion fully acknowledges the numerous hardships of leaving home and of the journey itself, as well as the natural reluctance to face an uncertain future in a new country. The goal is to help students appreciate the difficulty of such a decision and to understand the hoped for rewards as well as the hardships. A good way to add depth to this discussion is to ask if anyone in the class has had to make such a journey or knows someone, perhaps in their own families, who have done so.

Activity 3. A Day in the Life of Farm Laborers

What would it be like to be a migrant farm worker in the 1930s? When students have nearly completed their reading of the novel, at least through the chapter titled "Los Esparagos" (asparaguses), they will be ready for the third activity in this lesson. One goal of this activity is to encourage students to appreciate the many hardships and difficulties that Esperanza encounters and eventually overcomes in her new home. But another related goal is to introduce some of the historical background that Pam Muñoz Ryan uses to add depth and detail to her story.

Once again, in preparation for this activity, you can go over the web resources in class or ask students to review some of them on their own using the EDSITEment Study Activity . The online resources for the PBS documentary " Surviving the Dustbowl " provides information about The Great Depression and the migration of the Okies as well as a timeline of related historical events. Oakland Museum of California, host of the EDSITEment-reviewed California Gold Rush site, also has resources and photos related to Mexican and Mexican American migrant laborers . The Library of Congress has a photo library of images from farm labor camps and migrant labor camps . Not all of these photos will be appropriate to the story of Esperanza, so you may want to select a few examples of families of migrant workers and photographs of farm labor camps for viewing by the class as part of the preparation for this activity.

The Library of Congress American Memory website also has audio recordings of interviews made in 1940 and 1941 at migrant work camps in California. An interview with Augustus Martinez and two with Jose Flores discuss work in the fields and life in the camps as well as labor issues and discrimination against Mexicans. Each interview lasts approximately eight to ten minutes.

After students have reviewed the web resources and finished reading a sufficient portion of the novel, divide the class once again into small work groups and ask each group to choose a subject for a short dramatic scene describing some activity from a day in the life of a farm laborer or a member of a farm laborer's family. These scenes should be based on their reading of Esperanza Rising as well as their background research. Some students may want to take the roles of union organizers who visit with the others and try to persuade them to join the union and strike. Others may describe a shopping trip at the Japanese grocery or preparing a meal after a day in the fields. While the class works on their dramatizations based on the novel, ask them to consider some of the following questions:

• Where do the farm laborers keep their food?
• What household appliances do they have available to them?
• Where do they take a bath or go to the restroom?
• What kinds of food do they have to eat?
• Where do they sleep?
• Where do they buy their food and clothing?
• Where do the children play or go to school?
• What is Valley Fever? Why were Esperanza and her mother especially vulnerable?

When they have completed their dramatic scenes, let the students share them with the assembled class. They can either read them or act them out. The goal is to get students to identify with the hard work and living conditions, but also with the camaraderie among the laborers and their families. Ask the students what they have learned about the difficulties of Esperanza's life in California and the ways she has had to adapt to her new role and her new home.

Activity 4. Taking an Inventory of the Novel

While the previous activities have been directed at the setting and historical context of Esperanza Rising , the goal of this activity is to focus student attention on the literary qualities of the novel as well as the larger themes and the lessons learned by Esperanza from her experiences. Once again it may be more productive to divide the class into small work groups. Ask each group to make a chart on which they list the parts of the story, the setting, the characters, themes, symbols, imagery, etc. Then ask them to create an outline of the plot of the story. Use the story worksheet in the EDSITEment Study Activity  for this activity. Students should be encouraged to begin by asking and answering some of these questions:

• Who are the main characters in the novel?
• Where does the story take place?
• Can you identify any objects, like the rose bushes that Miguel and his father save from the fire, which act as symbols or seem to have some deeper meaning in the story?
• What are the important actions in the story, when something important happens?
• What lessons and meaning do you take away from your reading of the story?

When each group is finished, ask them to compare results with one another. It is likely that each group will see the story in slightly different ways, but as they compare their worksheets, they should begin to see how Pam Muñoz Ryan uses the various elements of the story to make some larger points about the importance of family and friendship and courage and strength of character. Some students may have difficulty identifying symbols and images. Try to get them to notice the way that the author uses the names of fruits and vegetables in the titles of the story's chapters. Ask them to identify all of the objects that seem to have special meaning for Esperanza or one of the other characters.

This activity is a good preliminary to the discussion questions and writing assignments in the assessment section of this lesson. If the class has completed reading the entire novel before beginning this lesson, this activity could be used as the first activity in preparation for the others.

Here are some discussion questions that can also be used as writing assignments:

• Have each student construct a timeline of the changes that Esperanza experiences by the end of the novel. Ask them to describe the most important lesson or lessons that Esperanza learns from her experiences. How has Esperanza grown as a young woman from her experiences?
• Have students write a letter home to Abuelita, Esperanza's grandmother, in which they imagine they are Esperanza describing what life is like for her and her mother in the United States. They should include as much news as they can, but try not to alarm their grandmother unnecessarily by writing only of bad news.
• Have students compare Esperanza's experience with leaving her home in Mexico for the United States with the stories Abuelita tells her in the chapter titled "Los Higos" (figs) about leaving Spain to come to Mexico when she was a young girl. Does her grandmother's experience help to prepare her for her own? How does the story of the phoenix seem to fit with the life Esperanza experiences in California?
• Have students compare the camp where the strikers are staying to the camp where Esperanza is living and the new camp being built for the Okies. What do the differences in the living conditions at these camps suggest about the differences among the social status of these different groups of laborers?

Although there is a Spanish language edition of this book, some teachers may also want to ask students reading the English language version to learn some of the Spanish words used in the story. As they read Esperanza Rising , ask students to make a list of all the Spanish words they encounter along with the English equivalents. Encourage students to look up the definitions in a Spanish-English dictionary . When they have finished their reading, ask them to compare their lists. If there are Spanish-speaking students in the class, ask them to comment on the Spanish words and discuss the similarities and differences between the Spanish and English equivalents that Pam Muñoz Ryan provides:

• Campesino  is translated as field worker, the root of the word is campo , or field.
• Vaqueros are cowboys, vaca is the Spanish word for cow.
• Quinceañeras , which Pam Muñoz Ryan refers to as the "presentation party" held on a girl's fifteenth birthday derives from the Spanish quince años , literally "fifteen years."
• There are many Spanish words in the novel, from the very common and familiar ones, such as gracias , thank you; de nada you're welcome, buena suerte , good luck; dulces , sweets; to more complex words, such as una palanca , a lever, meaning some kind of "connection" which Miguel says he would need to get a job on the railroad in Mexico.
• Pam Muñoz Ryan also uses the Spanish names of various fruits and vegetables as chapter titles, to mark the progress of the story and the passing of time with the seasons of the harvests.

If there is time, especially if you team teach with someone in social studies, you may want to introduce the story " We didn't go to el Norte to gather flowers ," told by Don Miguel Gutiérrez in May, 1992, one of the oral histories collected by the Mexican Migration Project, a link on the EDSITEment-reviewed Latin American Network Information Center . The similarities and differences in this true story of a Mexican migrant worker and his family may help place Esperanza Rising in an even more contemporary context. This story is one of several told by recent immigrants in both Spanish and English.

Selected EDSITEment Websites

• Surviving the Dustbowl

Great Depression

• Okies (Mass Exodus from the Plains)
• Las Mañanitas
• Coccidioidomycosis (Valley Fever)
• " We didn't go to el Norte to gather flowers "
• Mexico from Empire to Revolution
• Collins Online Dictionaries
• National Geographic
• Gold Rush! California's Untold Stories
• Depression 1930s in California
• Interviews with Jose Flores
• Interview with August Martinez
• Farm Labor Camps
• Migrant Camps

Materials & Media

Esperanza rising: immigration worksheet, esperanza rising: story worksheet, related on edsitement, esperanza renace: aprendiendo a no temer el comenzar de nuevo, hispanic and latino heritage and history in the united states, spanish language learning resources, "sí, se puede": chávez, huerta, and the ufw.

EL Education Curriculum

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• ELA G5:M1:U2

Writing to Inform: Threats to Human Rights in Esperanza Rising

In this unit.

• Guiding Questions and Big Ideas

The Four Ts

Content connections.

• Habits of Character

Unit-at-a-Glance

Accountable independent reading, supporting english language learners.

• Texts and Resources to Buy

Preparation and Materials

• Technology and Media

Additional Language and Literacy Block

• Optional Activities

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• ELA Grade 5

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In this unit, students continue to read Esperanza Rising by Pam Munoz Ryan to make connections to the Universal Declaration of Human Rights. They also compare and contrast characters' reactions to situations and events in which their human rights have been threatened and interpret metaphors woven throughout the story to determine how they convey themes. For the mid-unit assessment, students independently interpret a metaphor that is woven throughout the novel and determine a theme that it conveys. They also analyze and compare the reactions of two characters to an event in Esperanza Rising .

In the second half of the unit, students choose an event in the novel to write a literary essay that compares and contrasts the reactions of two characters. Students begin by writing a two-voice poem with a partner to really get inside the minds of the characters during that event. They then follow the Painted Essay structure, writing their literary essay one part at a time after analyzing a model. For the end of unit assessment, students revise their literary essay for linking words and phrases, specifically those that signal contrast.

Big Ideas & Guiding Questions

• What are human rights, and how can they be threatened?
• Human rights belong to everyone, but they can look different to different people in different places.
• We can better understand how human rights can be threatened by reading about the experiences of fictional characters in stories.
• We can raise awareness of human rights issues by writing about the issues fictional characters face.
• Topic: Human rights
• Task: Students reread a literary text, and answer selected response questions and write a paragraph about it (mid-unit assessment). Students revise a literary essay comparing and contrasting character reactions to events that threaten their human rights in Esperanza Rising (end of unit assessment).
• Targets (standards explicitly taught and assessed): RL.5.1, RL.5.2, RL.5.3, RL.5.10, W.5.2c, W.5.2d, W.5.5, W.5.6, W.5.9a, W.5.10, L.5.2d, L.5.5a, and L.5.6 . 
• Text: Esperanza Rising and the Universal Declaration of Human Rights

Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.

This module is designed to address English Language Arts standards and to be taught during the literacy block of the school day. However, the module intentionally incorporates social studies content that many teachers may be teaching during other parts of the day. These intentional connections are described below. 

College, Career, and Civic Life C3 Framework for Social Studies State Standards:

• D2.Civ.3.3-5: Examine the origins and purposes of rules, laws, and key U.S. constitutional provisions.
• D2.Civ.4.3-5: Explain how groups of people make rules to create responsibilities and protect freedoms.
• D2.Civ.7.3-5: Apply civic virtues and democratic principles in school settings.
• D2.Civ.10.3-5: Identify the beliefs, experiences, perspectives, and values that underlie their own and others' points of view about civic issues.
• D2.Geo.2.3-5: Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
• D2.His.2.3-5: Compare life in specific historical time periods to life today.
• D2.His.4.3-5: Explain why individuals and groups during the same historical period differed in their perspectives.
• D2.His.14.3-5: Explain probable causes and effects of events and developments.
• D3.4.3-5: Use evidence to develop claims in response to compelling questions.
• D4.6.3-5: Draw on disciplinary concepts to explain the challenges people have faced and opportunities they have created, in addressing local, regional, and global problems at various times and places.

Habits of Character/Social-Emotional Learning Focus

Central to EL Education's curriculum is a focus on "habits of character" and social-emotional learning. Students work to become effective learners, developing mindsets and skills for success in college, career, and life (e.g., initiative, responsibility, perseverance, collaboration); work to become ethical people, treating others well and standing up for what is right (e.g., empathy, integrity, respect, compassion); and work to contribute to a better world, putting their learning to use to improve communities (e.g., citizenship, service). 

In this unit, students work to become effective learners . Throughout Unit 2, students practice perseverance and collaboration as they work in pairs to write a literary essay. They practice initiative and responsibility as they revise their essays using peer feedback.

The following student learning targets are a focus for this unit. Please refer to Teaching Notes in the lessons:

• I work to become an effective learner:
• I take initiative.
• I take responsibility.
• I persevere.
• I collaborate.

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

View the unit-at-a-glance chart

The ability to read and comprehend texts is the heart of literacy instruction. Comprehension is taught, reinforced, and assessed across both components of this curriculum: module lessons and the Additional Language and Literacy Block. Refer to the 5M1 Module Overview for additional information.

In this unit, students continue to read research texts independently for homework, collect new academic and domain-specific vocabulary, and engage in frequent research reading shares during the module lessons for accountability.

The Meeting Students' Needs column in each lesson contains support for both ELLs and Universal Design for Learning (UDL), and some supports can serve a wide range of student needs. However, ELLs have unique needs that cannot always be met with UDL support. According to federal guidelines, ELLs must be given access to the curriculum with appropriate supports, such as those that are specifically identified as "For ELLs" in the Meeting Students' Needs column.

• Prioritizing lessons for classrooms with many ELLs: To prepare for the Unit 2 assessments, consider prioritizing and expanding instruction in Lessons 1-4, which establish the pattern of reading and analyzing character reactions to events in Esperanza Rising , and interpreting metaphors and answering questions about their meaning. Also prioritize the analysis of essay structure using the color-coding system and the Language Dive in Lessons 12-15. If necessary, consider condensing instruction in Lessons 6-9, which continue the patterns established in previous lessons, but do not introduce as many new concepts.
• Language Dives: ELLs can participate in an optional Language Dive in Lesson 12. This Language Dives is designed to help students notice and apply the English subject-predicate structure using the subordinating conjunction while. Most lessons also offer optional Mini Language Dives for ELLs. Language Dives are guided conversations about the meaning of a sentence from the central texts, models, or learning targets. The conversation invites students to unpack complex syntax, or "academic phrases," as a necessary component of building both literacy and habits of mind. Students then apply their understanding of language structure as they work toward the assessments and performance task. All Language Dives follow a Deconstruct-Reconstruct-Practice routine, in which students discuss and play with the meaning and purpose of the sentence and each chunk of the sentence; put the chunks back together into the original order and any possible variations; and practice using the chunks in their own speaking and writing. To maximize language practice and accommodate time, consider dividing or reviewing each Language Dive over multiple lessons. A consistent Language Dive routine is critical in helping all students learn how to decipher complex sentences and write their own. In addition, Language Dive conversations can hasten overall English language development for ELLs. Avoid using the Language Dive Guide to lecture about grammar; the Guide is designed to prompt students as they grapple with the meaning and purpose of the chunks and the sentence. Consider providing students with a Language Dive log inside a folder to track Language Dive sentences and structures and collate Language Dive note-catchers. Assure students that this log will not be graded; however, consider inviting students to use their log and note-catchers to gauge the progress of their speaking and writing skills. For more information on Language Dives and supporting English language learners, see the Tools page . 
• Diversity and inclusion: Investigate the languages, routines, practices, rituals, beliefs, norms, and experiences that are important to ELLs and their families. An ideal context for inclusiveness emerges as students are invited to add their feelings and experience in regards to Esperanza Rising and the UDHR. Create a safe space for students to express their experiences and feelings, in both their home language and English, about the sensitive issues embedded in the texts, knowing that these discussions may help create equity or unearth trauma or both. Consider integrating this background into the classroom as students discuss Esperanza's immigrant experience, culture, history, and language in E speranza Rising , and as students read about human rights in the UDHR. Consult with a guidance counselor, school social worker, or ESL teacher to further investigate diversity and inclusion.
• Goal 1 Conversation Cues: Continue to encourage productive and equitable conversation with Conversation Cues, which are questions teachers can ask students to help achieve four goals: (Goal 1) encourage all students to talk and be understood; (Goal 2) listen carefully to one another and seek to understand; (Goal 3) deepen thinking; and (Goal 4) think with others to expand the conversation (adapted from Michaels, Sarah and O'Connor, Cathy. Talk Science Primer . Cambridge, MA: TERC, 2012. Based on Chapin, S., O'Connor, C., and Anderson, N. [2009]. Classroom Discussions: Using Math Talk to Help Students Learn , Grades K-6. Second Edition. Sausalito, CA: Math Solutions Publications). Refer to the Tools page  for the complete set of cues. Goal 1 Conversation Cues are introduced in Unit 1, Lesson 3. Heightened language processing and development is a primary potential benefit for ELLs.
• Strategic grouping: As students are invited to pair up to analyze characters' reactions to events in Esperanza Rising , to make connections between the events and the UDHR, and interpret metaphors and theme, seriously consider grouping ELLs with partners who have greater language proficiency. The conversations that happen as a result of such strategic grouping will greatly serve the language development of both partners. Be aware that partnering with, looking at, talking with, or touching the opposite gender may be uncomfortable and inappropriate for some students. In addition, some students may believe it is inappropriate to speak with other students at all during class. Let them know that, in the United States, speaking with a peer of either gender when the teacher gives the signal is appropriate, and it is one way that students can become independent learners and develop their content knowledge and language ability. At the same time, tell them you respect their needs, and if necessary, seek alternative arrangements for students according to their cultural traditions. 
• Metaphor and theme: Students will analyze metaphors in Esperanza Rising and explore how metaphors that run throughout the story contribute to themes in the book. Support student understanding of the concept of metaphors by inviting students to share examples of metaphors and their meanings in their home languages, and consider working closely with students who need additional support in understanding the figurative language and answering questions about metaphors.
• Essay organization: Students will receive explicit instruction in how to craft an informational essay: introductory paragraph, focus statement with points 1 and 2, Proof Paragraphs 1 and 2 with a transition, and concluding paragraph. Students will use the Painted Essay format. Organization may be difficult to grasp for some students who may struggle to comprehend the language itself. Use color-coding and manipulatives inspired by the Painted Essay routines, such as sentence strips, to support this skill. Also, this essay structure may be different from the text structure students may be familiar with in their home languages. Compare and contrast home language text structure whenever possible. As students work on writing complete sentences, color-code sentences to support students' understanding of subject-predicate sentence structure.
• Celebration: Celebrate the courage, enthusiasm, diversity, and bilingual assets that ELLs bring to the classroom.

Texts to Buy

Texts that need to be procured. Please download the Trade Book List for procurement guidance.

See full list of texts, including recommended texts

• Prepare two individuals (e.g., students, other teachers, adult guests, etc.) to perform the model two-voice poem in Lesson 11. This will require them to read parts both independently and in unison.
• Prepare materials for the Painted Essay lesson plan in Lesson 12:
• Paintbrushes (one per student)
• Read, yellow, blue, and green watercolor paint (one set per pair)
• Cups of water (one per pair)
• Painting an Essay lesson plan (for teacher reference) 
• Red, yellow, blue, and green colored pencils (one set; for teacher modeling)
• Prepare technology for students to type their final literary essays in Lesson 16. 
• The following materials are introduced in this unit and referenced both throughout the module and the school year:
• Peer Critique Protocol anchor chart
• The Painted Essay template
• Painting an Essay lesson plan
• Working to Become Effective Learners anchor chart
• Parts of Speech anchor chart
• Linking Words and Phrases handout

Technology and Multimedia

• Google Docs  - Complete note-catchers: Students complete their note-catchers, write their essays and monologues, and create their programs in Google Docs.
• Speech to Text (Many newer devices already have this capability)- To create writing by speaking: Students complete their note-catchers and create written work by speaking rather than writing or typing.
• Seesaw  - Create student learning portfolios to share with other students, families: Video/audio record students reading aloud their monologues to share with families and other students.
• The Mexican Revolution  - Additional reading and research: Students read more about the Mexican Revolution with adult support. 
• Knight, Alan. "The Mexican Revolution." History Today May 1980: n. pag. History Today. Web. 20 Apr. 2016.
• The Mexican Revolution: November 20th, 1910  - Additional reading and research: Students read more about the Mexican Revolution with adult support.
• "The Mexican Revolution: November 20th, 1910." EDSITEment. National Endowment for the Humanities, n.d. Web. 3 June 2016.
• Mexican Revolution  - Additional reading and research: Students read more about the Mexican Revolution with adult support.
• "Mexican Revolution." PBS. PBS, n.d. Web. 20 Apr. 2016.
• Immigration Past and Present  - Additional reading and research: Students read more about immigration.
• "Immigration Past and Present." Accessed June 3, 2016.
• Teach Unicef  - Additional reading and research: Students read about current events that are threats to human rights.
• "Teach Unicef." Unicef. Web. Accessed Jun 3, 2016.
• Human Rights Education  - Additional reading and research: Students read about current events that are threats to human rights.
• "Human Rights Education." Amnesty International. Web. Accessed Jun 3, 2016.
• Human Rights Watch  - Additional reading and research: Students read about current events that are threats to human rights.
• Human Rights Watch. Web. Accessed Jun 3, 2016.

The Additional Language and Literacy (ALL) Block is 1 hour of instruction per day. It is designed to work in concert with and in addition to the 1-hour Grades 3-5 ELA "module lessons." Taken together, these 2 hours of instruction comprehensively address all the Common Core State Standards for English Language Arts.

The ALL Block has five components: Additional Work with Complex Text; Reading and Speaking Fluency/GUM (Grammar, Usage, and Mechanics); Writing Practice; Word Study and Vocabulary; and Independent Reading.

The ALL Block has three 2-week units which parallel to the three units of the module.

ELA G5:M1:U2:L1

Analyzing character reactions: esperanza rising: “las cebollas”, ela g5:m1:u2:l2, metaphors in esperanza rising: “las almendras”, ela g5:m1:u2:l3, analyzing character reactions: esperanza rising: “las ciruelas”, ela g5:m1:u2:l4, metaphors in esperanza rising: “las papas”, ela g5:m1:u2:l5, making connections: “los aguacates” and article 2 of the udhr, ela g5:m1:u2:l6, analyzing character reactions: esperanza rising: “los espárragos”, ela g5:m1:u2:l7, analyzing character reactions: esperanza rising: “los duraznos”, ela g5:m1:u2:l8, writing a character reaction paragraph: esperanza rising: “los duraznos”, ela g5:m1:u2:l9, metaphors in esperanza rising: “las uvas”, ela g5:m1:u2:l10, mid-unit 2 assessment: interpreting metaphors and analyzing character reactions, ela g5:m1:u2:l11, character reactions in esperanza rising: writing a two-voice poem, ela g5:m1:u2:l12, writing a literary essay: analyzing a model, ela g5:m1:u2:l13, writing a literary essay: introduction, ela g5:m1:u2:l14, writing a literary essay: proof paragraphs, ela g5:m1:u2:l15, writing a literary essay: conclusion, ela g5:m1:u2:l16, end of unit 2 assessment: revising a literary essay, optional: community, experts, fieldwork, service, and extensions.

• If students have families with experience with some of the issues described in Esperanza Rising , consider inviting them in to speak to students about their experiences.
• If students come from Spanish-speaking families, consider inviting adults to come in to share some words with students in Spanish.
• If you have a number of English language learners speaking the same native language, invite family members to come into the classroom to talk with ELLs in their native language about human rights.
• If students have families with experience of some of the current threats to human rights that students will read about in research in Lesson 9, consider inviting them in to speak to students about their experiences.
• Invite experts on local human rights issues or immigration in your area to come in to talk to the students about the work that they do and about the local population.
• Have experts on human rights or immigration come in to talk with the students about the work that they do.
• Have experts on dramas and plays come in to talk with students about writing and performing monologues.
• Take students to exhibitions about immigration or about Mexican history or culture.
• Take students to performances of monologues.
• Reach out to local immigration charities to find out if students can participate in any charity events or work or if they can raise funds for a specific cause.
• Identify a local threat to human rights that students could learn more about and take action on.

Extensions:

• Encourage students to read other articles of the complete version of the Universal Declaration of Human Rights.
• Encourage students to consider other ways to raise awareness about human rights issues.

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Esperanza Rising Character Analysis Essay Example

The people who are fortunate enough to be born into a wealthy family will most likely never have to go through the same hardships the people in poverty will have to. Experiencing starvation, small homes, and working labor jobs are all issues poor people face daily, but what would happen if a wealthy family would experience a loss that could change their life entirely? The novel, Esperanza Rising, tells a story of a young girl, Esperanza, and the hardships she had to endure due to her father, Papa, being killed by bandits in her town. After the news of her father dying was released, her two uncles take advantage and try to take everything Papa owned or connected to, even her mother, Mama. Mama, and Esperanza soon escape from Mexico to California to avoid the power-hungry uncles, but they now face a new problem, poverty and starting over. Esperanza is new to poverty and has never been through any hardships in her life, which makes her new life difficult, but she adapts to this new Mexican American life despite every new problem that shows up. Throughout the novel, Esperanza is given advice and taught lessons by several important people in her life such as Papa, Abuelita, Mama, and Miguel, which makes her become the round and dynamic character she is by the end of the book. 

In the novel, Papa gives one of the most important pieces of advice to Esperanza, which is patience. Patience is one of the key lessons that Esperanza needs to overcome the issues that arise in her life. At the beginning of the book, Papa and Esperanza have this father-daughter bonding moment in which they talk about their land and the valley. Papa then tells Esperanza, “‘Did you know that when you lie down on the land, you can feel it breathe? That you can feel its heart beating?’”(Ryan, 2007, p. 1). To most people, these questions may seem absurd since it is unlikely that the land can breathe or have a heartbeat, but Esperanza likes to believe it to be true. When she tries to hear the land do these things, she cannot at first and is impatient to hear it. 

That is when Papa tells her, “‘Wait a little while and the fruit will fall into your hand. You must be patient, Esperanza” (Ryan, 2007, p.2). Although this small piece of advice is given at the beginning of the book, Esperanza needs to follow it since it is not easy to get out of poverty in a foreign country. She finds it frustrating that she cannot save enough money to bring her grandmother, Abuelita, to California and pay for Mama’s hospital bills. Patience is a key element to creating Esperanza’s round and dynamic character because it helps her continue working hard to keep saving money for her family, even if the situation does not look ideal. Papa’s piece of advice will help Esperanza in the long run of her life, and so will the advice of many others in the family. 

Soon after Papa’s piece of advice, Esperanza’s grandmother, Abuelita, gives Esperanza some pieces of advice that act as a foreshadowing of Esperanza’s future. Abuelita teaches her about knowing how life is a difficult journey and to not be nervous to start life again. Abuelita knows that Esperanza lives a very sheltering life and that her parents and servants spoil her every day. When Esperanza pricks her finger on a rose she was trying to pick, Abuelita tells her, “‘There is no rose without thorns’” (Ryan, 2007, p.14). Although, this piece of advice is vague since she does not say that life is hard directly, Esperanza understands that Abuelita has a different meaning for this phrase and that it means that life is not easy. Abuelita’s advice foreshadows Esperanza’s new experiences working since she is not used to doing chores or working outside in the fields. Another piece of advice given by Abuelita, that foreshadows Esperanza’s change in life, is, “‘Do not be afraid to start over,’ she said” (Ryan, 2007, p.15). Even though Abuelita says this as advice for crocheting, it has a whole different meaning to Esperanza’s life after she flees from her uncles with her mom and moves away from Mexico to California in the United States. She needs to start over in life and create a new beginning with her mom, her friends in the new place, and soon with Abuelita too. Abuelita’s piece of advice helps Esperanza with her dynamic character change since it foreshadows a change that happens to Esperanza through the events in the story. 

Abuelita’s piece of advice made sure of foreshadowing the future, but Mama’s advice helps Esperanza learn to be more humble and grateful for what she has throughout the events in the story. Since the beginning of Esperanza’s journey of fleeing away from Mexico, Esperanza faces many instances which show how much privilege and wealth she had before Papa died. One of the major instances that shows this was when Esperanza and Mama went on a train, and a little girl came up to Esperanza since she had her doll, which was a birthday gift from Papa before he died. When Esperanza pulls the doll away from the little girl in a rude manner because “‘she is poor and dirty’” (Ryan, 2007, p.70). Mama gets angry at Esperanza for refusing to give the doll to the little girl just because she looks dirty and is a peasant. Being amongst poor people was not common for Esperanza, so she did not have the correct mannerisms and did not know how to be humble either. Mama especially gets angry because “‘When you scorn these people, you scorn Miguel, Hortensia, and Alfonso’” (Ryan, 2007, p. 70). Esperanza is not familiar with being poor, so now that she is in poverty and living the same lives as her servants, she is offending them by treating others with little respect. She is not thinking about the other poor people around her and that is why Mama tries to humble her at the beginning of their journey. 

Esperanza is also not grateful for the opportunities she and Mama are given because they are full of hardships and not easy to deal with. Mama reminds Esperanza about these opportunities by saying, “‘Please be grateful for the favors bestowed upon us’” (Ryan, 2007, p. 104). They had luck in being able to accompany their ex-servants to the U.S., and Esperanza is busy complaining about it instead of being thankful they had the opportunity. Esperanza uses what Mama teaches her by bettering herself and being more respectful towards those around her in poverty since she, herself, is in poverty as well. Esperanza also becomes grateful for the job opportunities she is given because she needs them to pay for Mama’s hospital bills and Abuelita’s trip to California. 

While Mama teaches Esperanza about being more humble and grateful in life since they are now poor, Miguel teaches her about the social inequalities between poor and rich people. In the beginning, Miguel is known as Esperanza’s servants’ son, and she sees him as less than him due to their social standing. This is seen when Miguel tries comforting Esperanza by holding her hand, after Papa dies, and she immediately pulls away as if it were embarrassing (Ryan, 2007). Miguel feels hurt after she pulls her hand away because he knows that they “‘stand on different sides of the river’” (Ryan, 2007, p.37). Even though they are childhood friends, she will always treat him as less because of their different social and economic differences. In Mexico, they stand in different classes which means it is most likely they will not be able to be more than friends since it is seen as forbidden, especially since Miguel will always be seen as just a servant. 

Later on, after Miguel’s and Esperanza’s families get off the train, Esperanza sees a poor woman giving a beggar money and she criticizes the poor woman because the beggar can easily go to a farm market nearby instead of begging (Ryan, 2007). Miguel is frustrated by Esperanza’s thought process since she believes everything is so easy, when in reality, it is not. Miguel then tells Esperanza that “‘The rich take care of the rich and the poor take care of those who have less than they have’” (Ryan, 2007, p. 79). Since Esperanza is offending Miguel with her naive thought process on how the poor should act, he then tells her the harsh reality of how the rich and poor people differ. Rich people support other rich people because it’s easier and does not change the social standings of others while the poor try to help those who are poorer since they understand the struggles and hope others do the same when they are in that position. Miguel teaches Esperanza about the social rules of classes in Mexico which contribute to her dynamic character since it causes her to change her feelings towards these social and economic constructs of life. 

Throughout Esperanza’s journey to California, she goes out of her comfort zone on many occasions and learns several lessons from the people around her as well. Due to the pieces of advice she was given, she was able to adapt to the circumstances she was given and gain many positive character traits through her hardships and new experiences. Esperanza learns patience through Papa and Abuela teaches her that life is a difficult journey and that it is not a bad thing to start over. Mama teaches Esperanza about being more humble around others and to be grateful for opportunities while Miguel teaches her about the differences in the social standings of the rich and the poor. The lessons and pieces of advice given by these people are what cause Esperanza to become a rounded and dynamic character in the novel.

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Home — Q&A — Literature — Other Questions — How does Esperanza change throughout the story in “Esperanza Rising” by Pam Muñoz Ryan?

How does Esperanza change throughout the story in “Esperanza Rising” by Pam Muñoz Ryan?

Throughout "Esperanza Rising" by Pam Muñoz Ryan, Esperanza undergoes a dramatic transformation from a sheltered and privileged girl to a strong and resilient young woman. At the beginning of the story, Esperanza is accustomed to a life of luxury and comfort on her family's ranch in Mexico. However, when her father dies and her family is forced to flee to California, Esperanza must learn to adapt to difficult circumstances and make a new life for herself.

One of the key turning points in Esperanza's character development comes when her mother falls ill with Valley Fever. In order to care for her mother and keep her family afloat, Esperanza must take on new responsibilities and learn to work hard. Through her struggles, she gains a deeper appreciation for the value of sacrifice and develops empathy and compassion for others.

Esperanza's transformation is also evident in the way she interacts with others throughout the story. At the beginning of the book, she is hesitant to make friends with the other migrant workers and often looks down on them as inferior. However, as she begins to work alongside them and get to know them better, she learns to appreciate their strengths and sees them as equals.

By the end of the story, Esperanza has become a strong and confident young woman who is capable of facing any challenge that comes her way. Her experiences have taught her the value of hard work, sacrifice, and resilience, and she is ready to embrace whatever the future holds.

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