Professional Documents
Culture Documents
Study Guide
for
Lupita Maana
by Patricia Beatty
To the Teacher
The Glencoe Literature Library presents full-length novels, nonfiction, and plays bound together with shorter selections of various genres that relate by theme or topic to the main reading. Each work in the Library has a two-part Study Guide that contains a variety of resources for both you and your students. Use the guide to plan your instruction of the work and to enrich your classroom presentations. In For the Teacher you will find the following timesaving instructor aids: About the Work: pertinent background information on the work, including a character list, a plot synopsis, key themes, and an annotated bibliography Teaching Options: high-interest activities for introducing the work and individualizing instruction Options for Using Related Readings: suggested approaches to the Related Readings included with the work Answer Key: detailed answers to all questions and reading activities For the Student consists of the following reproducible blackline masters: Meet the Author: a lively overview of the authors life Introducing the Work: background information that provides a meaningful context in which to read the work Before You Read and Responding pages: prereading and postreading questions and activities Active Reading: graphic organizers for students to complete as they read Test: a comprehensive two-part test of the work
Glencoe/McGraw-Hill
Copyright The McGraw-Hill Companies. All rights reserved. Permission is granted to reproduce material contained herein on the condition that such material be reproduced only for classroom use; and be provided to students, teachers, and families without charge; and be used solely in conjunction with Glencoe Literature. Any other reproduction, for use or sale, is prohibited without written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240 ISBN 0-07-826097-3 Printed in the United States of America 1 2 3 4 5 6 7 8 9 045 05 04 03 02 01 ii
Contents
For the Teacher
About the Work Character List Synopsis Major Themes in the Novel Approaches to Teaching the Novel Further Reading for the Teacher Teaching Options Options for Motivating Students Meeting Individual Needs Options for Using Related Readings Answer Key 2 2 2 3 3 3 4 4 5 6 7
SYNOPSIS
After Lupita Torress father dies, she and her brother Salvador must go to the United States and live with their aunt in Indio, California. There they will work and send money home to their family. Salvador and Lupita walk to Tijuana, Mexico. The first time they attempt to enter California, they are caught by border guards. They stay in Tijuana for several days, looking for ways to cross the border. Finally a friend helps them cross but demands their most prized possessions as payment. The children go to Colton, California, where they find work in a motel and caf. When immigration officers raid their workplaces, Lupita and Salvador flee. Several days later they reach Indio and seek out Aunt Consuelo. The children soon realize that their aunt is very poor. Aunt Consuelo makes it clear that she does not want to keep her sisters children. When she realizes that she can charge them room and board, however, she allows them to stay. The children begin working as migrant farm workers. Before long, however, Salvador quits the brutal farm work, moves in with his friend Lucio, and finds a job as a dishwasher. He is soon wearing fancy clothes, dating local girls, and saving money to buy a motorcycle. Salvadors new life alienates him from Lupita, and he begins contributing less and less to their familys financial needs. Deeply hurt, Lupita continues to send money to their mother but does not tell her about Salvadors new life. At a local dance, Salvador is apprehended by immigration officers. Lupita escapes, but she later realizes that Salvadors lack of English had identified him as an undocumented immigrant. That night, her cousin Irela, responding to Lupitas kindness toward her, offers to teach Lupita English. Lupita knows that this new relationship holds the promise of a better tomorrow.
CHARACTER LIST
Lupita Torres (Lupita Maana), a thirteenyear-old girl so nicknamed because of her optimistic attitude Salvador Torres, Lupitas headstrong and materialistic fifteen-year-old brother Carmela Torres, Lupitas widowed mother Aunt Consuelo, Lupitas supposedly wealthy aunt Lucio Ruiz (Lucky), a young man whom Salvador admires in Indio Irela Ruiz, Lupitas shy and soft-spoken eight-year-old cousin
Teaching Options
Options for Motivating Students
Judging a Book by Its Title
Remind students that the title of a novel sometimes reflects a theme within the book. At other times the title might be the name of a place or main character.
Before students read, offer titles of books or movies with which students are probably familiar. Have them explain what the work is about. In how many works is the content reflected by the title? What other aspects of the works do some of the titles reflect? Discuss the title of this novel. Explain that Lupita is the name of the main character and that maana means tomorrow in Spanish. Have small groups brainstorm possible meanings for the title. (For example, it might be a story about Lupitas future; Lupita might be someone who tends to put things off until tomorrow.) Then ask group representatives to share their thoughts with the whole class. Have students jot down the different possible meanings in their notebooks. As students progress through the book, have them keep their lists of meanings in mind. Which one(s) might reflect the authors intended meaning?
offers a presentation, another group should try to guess what the object is. Explain that some of the characters in Lupita Maana own objects that they value highly. Encourage students to look for these items as they read and to determine why the objects are so special to their owners.
Mixed Messages
Help students to consider the full impact of living in a country where one does not speak the language.
Ask students to think of personal objects that have special meaning to them. Have them freewrite in their journals, explaining why the objects are special. Then have student volunteers share their lists with the class. Divide the class into an even number of small groups. Have each member choose one object from the journal list and tell group members why it is special. Instruct groups to decide how to list each object for a game of Name That Prized Possession. For example, if Sonyas object is a stuffed bear that she calls Pin, the group may want to just call it stuffed animal or stuffed bear. Group members can then either offer verbal clues about the object to another group or perform a charade. As a member of each group
Divide the class into pairs. Ask each pair of students to create a short scene dramatizing one of the following situations: A native English speaker in Mexico wants to know where the gift shop is located in a museum. Once in the gift shop, he or she tries to ask questions about an item and its cost. A native English speaker in Mexico tries to find out about an item on a menu in a restaurant. For example, he or she would like to know if the item contains a certain ingredient or whether it is spicy. A native English speaker in Mexico goes to an emergency room and tries to obtain treatment for him- or herself or for a family member. Allow students time to think of their own scenarios. Give students ample time to practice their scenes. Then have as many student pairs as possible act out their scenes for the class. Once all students have acted out their scenes, lead the class in a discussion about language barriers in a foreign country. What opportunities are closed to people who cannot speak the native language of a country? What kinds of jobs might not be offered? What jobs would be open to them? How does the United States attempt to help nonnative speakers of English? In the course of the class discussion, explain that the two main characters in Lupita Maana must deal with the problems that arise from trying to survive in a country where they do not speak the language. Have students look for these problems as they read.
Less-Proficient Readers
Help students remember the important events in the novel.
As students read, suggest that they create a chain-of-events chart describing the important events in the story. Remind students to name the characters involved in each event. Have students get together in small groups to discuss two to three chapters at a time. At this point, they can compare their chain-of-events charts, adding and editing as necessary. This editing process will reinforce what they have read.
English-Language Learners
Prepare students for the use of Spanish words in the dialogue.
Explain that students will encounter many Spanish words and phrases throughout the novel. Tell students that the Spanish words are always italicized and that they are often followed by a translation; however, sometimes they are not. Demonstrate the technique of using context to figure out a words meaning by writing the following quote from the book on the board and helping students to figure out the meaning of both Spanish terms. . . . [S]he had married a pocho, a man of Mexican descent born in the United States. He was a yanqui citizen, and by marrying him, she had become one too. (page 25) When possible, pair Spanish-speaking students with other English-language learners. Have the Spanish-speaking students provide pronunciations and brief explanations of Spanish words and phrases in the book.
Pair students who have difficulty reading English with students who are more fluent in the language.
Lupita Maana Study Guide
Explain that Lupita Maana won the Jane Addams Childrens Book Award in 1982. This award is given annually for the childrens book that best promotes peace, equality, and social justice. Explain that the John and Patricia Beatty Award recognizes distinguished books for children or young adults that promote an awareness of California and its people. Allow students to evaluate the book they choose, specifically with respect to the criteria for its award. Does it merit the award? As the recipient of the Jane Addams Childrens Book Award, does it meet the standards set by Lupita Maana? As a John and Patricia Beatty Awardwinner, how does it reflect an awareness of California and its people?
Have students investigate migrant farm work in their region of the country.
Ask students to write a brief synopsis of what they already know, or what they believe to be true, about migrant farm work in their region of the country. Have students research to find out more about this topic. What types of crops do migrant workers harvest? Where (in what states) are the farms? How long does the season last? What do the workers do before or after they work in that particular region? After students write about what they learned, ask them to note any misconceptions they had that have now been brought to light.
from The Mexican American Family Album by Dorothy and Thomas Hoobler
(BLM page 25)
Answer Key
ACTIVE READING
Chapters 13 Lupita: the cross necklace; her father; Lupita cherishes it and takes comfort wearing it; Lupitas fondness for the necklace indicates that she was close to her father and that she is sentimental and religious. Salvador: knife; Dorothea; Salvador cherishes it because it represents Dorotheas forbidden love; he is headstrong and rebellious in that neither his father nor Captain Ortega would approve of his having the knife. Chapters 48 Sample responses: Tijuana: Toms; follow him and are attacked by robbers; harmful. Tijuana: Bartolo; gets them across the border; helpful. Train yard: Mr. Rosario; shows them the grain car; helpful. Colton freight yard: Hector Esposito; takes them to Rodrigo; helpful. Colton: Rodrigo; hires the children, gives them illegal papers, provides housing; helpful/harmful; Colton: cook at motel; tells them how to reach Indio; helpful. Mojave Desert: gringos in car; shoot at them; harmful/neutral. Chapters 913 Sample responses: Hopeful: her mother is benefiting from the money; she plans to buy another dress for church; she plans to befriend Lucky; Irela offers to teach her English. Lonely and hurt: Aunt Consuelo does not welcome them; Lucio refuses to play Lupitas request; Elvio calls Lupita and Salvador wetbacks, Salvador moves out and becomes cold to Lupita; Lucky does not talk to Lupita at the garage; Salvador and Lucky abandon her at the dance; Salvador is deported. then released by the border patrol. Students may say that Salvador is clever, willing to take risks, and brave. 3. Bartolo puts them in crates on a produce truck. He demands the knife and cross as payment. The objects might be symbols of the childrens old lives in Mexico. 4. Rodrigo demands one-third of their first weeks pay for forged social-security cards, one-third for Hector, and $140 a month room and board. If they choose, the men can call la migra. 5. As the children are walking down a highway, two men pursue them, yell insults, and fire guns at them. Students may point out that when the men pull off the road, the children flee; they have learned to hide well and to trust each other. Evaluate and Connect 6. Salvador wants to see what he is up against at the border. Students may say that they too evaluate situations. 7. Sample responses: making the reader wonder whether the children will be discovered in Tomss truck; creating a frightening scene at the border; ending Chapter 6 with the reader wondering whether the children will be discovered; ending Chapter 7 with the reader wondering whether la migra will apprehend them. Reactions to the events will vary.
RESPONDING CHAPTERS 13
Recall and Interpret 1. Mr. Torres was killed in a storm at sea. Students may suggest that the family will miss him and struggle without his income, and the children will grow up without his guidance. 2. Lupitas nickname comes from her outlook that things will improve. This story might explain how this attitude will help Lupita stay strong in the face of hardships. 3. Ortega dislikes Salvador and has forbidden his daughter to date him. Students may offer that Salvador takes offense easily and is not able to control his temper. 4. Lupita and Salvador are to go to the United States, find work, and send money home. Students may point out that the children could be injured or killed on the journey; they might not find work; Aunt Consuelo might not want them. 5. They are almost robbed; one of the men strikes Salvador. Students may say that the experience might make them more cautious and mistrusting, keeping them safer. Evaluate and Connect 6. Lupita probably is more practical because she picks up the money from Ortega, her mother chooses her to carry the money, she says that taking a bus would use money they may need later. Being practical is important, since they will encounter dangerous situations and untrustworthy characters. Lupitas practical nature may help them survive. 7. Parallel phrases: carried a knife on his body/carried the thought of using it in his head. The idea being stressed is if someone carries a knife, he is willing to use it. Salvadors quick temper may indicate that he would use the knife.
RELATED READINGS
Mis Padres (My Parents) 1. They worry about her and give her advice. She mentions that they come home exhausted from working so hard. 2. She hears the door close as they leave. Students will probably realize that it is very early in the morning. 3. She compares them to birds flying inside her heart. The image brings joy to the observer; her parents bring the poet joy. 4. Suggested responses: I hear your sweet words; I hear the door; I see you; tired and exhausted; wonderful birds that are always flying inside my heart. The imagery may help reinforce the love the poet has for her parents and her recognition of the sacrifices they are making for her.
RESPONDING CHAPTERS 48
Recall and Interpret 1. Ensenada was a quiet place; Tijuana is a noisy city. Students may point out that the police dont bother them in the park; Seor Diaz asks if they are going over there; Toms asks Diaz, What have you brought in here today? 2. The children secretly ride in Tomss truck and then follow the group. They are attacked by bandits and are caught and
Answer Key
TEST
Recall and Interpret 1. d 2. a 3. c 4. b 5. c 6. They follow a group that is attacked by robbers and are sent back to Tijuana. It taught that they must beware of coyotes and that the threat of being caught is real. 7. Bartolo hides them in crates on a produce truck. Salvador believes Bartolo can be trusted. 8. The children must pay their employers a large share of their earnings. If they complain, their employers could call la migra. Rodrigo talks to Hector as if hes brought people to the motel before; the demands Rodrigo lists seem to be rehearsed. 9. Aunt Consuelo lives in a rundown house, her family receives welfare benefits, and she works in the fields. Her husband may have been embarrassed to admit their situation. 10. Salvador does not want to live with people who do not want him, he wants to have fun with teenagers his age, and he does not want to work in the fields. Lucio may see Lupita as a threat to Salvador and Lucios friendship. Evaluate and Connect (any 2) 1. Lupita may not feel close enough to her relatives to share her intimate life with them. She may also not want them to know that Salvador did not remember her. In addition, her birthday is a sign that she is growing up in America, which means she is growing farther away from Mexico. 2. Sample essay: I think Toms is the most interesting character. He was fat almost to the point of roundness, cleanshaven, and had a merry-looking face with small, twinkling eyes (page 58). When he begins talking business, he becomes serious. When robbers attack the group he is taking across the border, he runs away and keeps their money. That fat coyote . . . saved his fat hide, but my husband must go to jail, one of the women says (page 66). I think Toms is interesting because he is a real coyote. 3. Sample essay: At the beginning, Lupita and Salvador get along like an older brother and younger sister. Salvador bosses Lupita around. Dont look back, Salvador ordered her. Keep your eyes ahead, and dont weep (page 43). Lupita does what Salvador tells her to do because she looks up to him. In Colton, their relationship stays about the same, but when they reach Indio, Salvador changes. He moves in with Lucio and gets a job. He stops visiting Lupita and forgets her birthday. He sends less money to Mexico. Lupita is hurt and vows Never again would she cry over Salvador. . . . She no longer had a brother (page 180). Students should explain whether they were surprised by the way things ended between Lupita and Salvador and why. 4. Possible plots: Lupitas learning English, getting a better job, and either staying in the United States or returning to Mexico to live, and Salvadors reentering the country and either returning to Indio or settling in another city. 5. Students might refer to Lupitas nickname and discuss her optimistic outlook. She survives because shes determined to work hard and shes learned whom she can trust.
8 Answer Key
Putting yourself into another persons place, putting on his skin, zipping it up, and trying to think and act as he or she would is what an author does in every book he or she writes.
Patricia Beatty (Something about the Author, Volume 30, page 18)
P
Copyright The McGraw-Hill Companies, Inc.
atricia Beatty had a great love for history and wrote many historical novels. In all, she authored fifty books. Beatty was a historian herself and wrote historical fiction in order to educate and entertain. She felt strongly about the need to know and understand the past. Beatty thought the historical novel was an excellent way to teach history, saying, What is learned by a young reader painlessly in a historical novel stays with him. Though her books were fictional, Beatty took great care to present all historical facts and contexts accurately. Once she reworked an entire book (Campion Towers) that was ready for press so that she could get it right. In this work, the main character had kept a journal. While Beatty had been careful to write all dialogue in the language of the day, she had not been so careful with the journal entries. She painstakingly checked over 10,000 words in a special dictionary (sometimes verifying one word took 20 minutes!) and corrected every oversight. Of this undertaking, Beatty admits, All of our efforts, chances are, will never be recognized. We can only hope that one day
BACKGROUND
In Lupita Maana, Lupita is an immigrant from Mexico to the United States. An immigrant is someone who leaves his or her native land to settle in a new territory or country. Throughout history, there have been immigrants. Since the founding of the United States and even before, many people have come from all over the world to settle here. Between 1820 and 1900, over 30 million immigrated to this country. Most of them came from EuropeItaly, Germany, Hungary, Ireland, and Greece, for example. Many also came from other parts of the worldAfrica, Asia, South America and every place in between. Because of this great mix of people, the United States has traditionally been called a melting pot, a land where the different cultures of the many immigrants are melted into something else, something uniquely American. This description has changed recently, however. Many immigrants prefer to keep as much of their own cultures as possible. Some may continue to speak their native language or eat their native foods. Others create separate schools for their children. Still others live in common sections of the country, creating communities that reflect the cultures of their homelands. A more accurate description of the United States, then, is a salad bowl. In a salad bowl, the ingredients remain separate, but each contributes to the overall flavor of the salad. In the United States today, many immigrants keep parts of their own cultures while contributing to the common culture. People are still immigrating to the United States today. In recent years, more people have come from countries such as Bosnia, Nigeria, Vietnam, Cuba, and Thailand than in the past. This is because the political climates in these
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countries are such that people do not always feel comfortable living in the places where they were born. One of the largest group of immigrants to enter the United States in the last few years has been from Mexico. Many of these people come as documented immigrants. They intend to become U.S. citizens and go through the process of naturalization. Because of the difficulties of immigrating legally, others enter as undocumented, or illegal, immigrants. They do not go through the required steps to enter the country. Instead they find a way to cross the border between Mexico and the United States. Many of these people are sent back to Mexico by U.S. border police. But many make it safely into the country and begin their search for work.
workers. Since Lupita Maana takes place before this Act was passed, the undocumented workers in the book are exploited, have little hope of
CRITICS CORNER
Copyright The McGraw-Hill Companies, Inc.
Readers will be captured by the rapid pace of the drama as Lupita and her brother make their way from their small fishing village in the Baja Peninsula of Mexico to the sanctuary of their Aunt Consuelos home in Indio, California.
Reader review, Amazon.com
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BACKGROUND
Did You Know? In the Roman Catholic Church, confirmation is a ritual that confirms a persons relationship with God as a member of the Church. Most people are confirmed at around the age of thirteen or older, when they are considered to be reasoning individuals. The rosary is a series of prayers recited to the Virgin Mary, who is believed to be the mother of Jesus. While saying the rosary, a person uses a set of beads, called rosary beads, to help keep track of the prayers. Time and Place This section begins in Ensenada, Mexico. The city of Ensenada is located on a bay along the Pacific coastline and is home to one of Mexicos most important ports on the Pacific. Ensenadas major industries are fishing, agriculture, and tourism. The Ensenada area is also known for its beaches, surfing, and whale watching. The section ends in Tijuana, Mexico. Tijuana is located along the United States border just twelve miles from San Diego, California. Since many American tourists travel through Tijuana to visit Mexico, it has become a major resort and tourist area.
Vocabulary Preview
cannery [kan r e ] n. a factory where canned goods are packaged (p. 1) condolences [kn do lens ez] n. expressions of sympathy to someone who has lost a loved one (p. 14) occupy [ok y p] v. to keep busy (p. 12) permit [pr mit ] v. to allow; to give permission (p. 1) privy [priv e ] n. an outhouse or outdoor restroom (p. 9) radiant [ra de nt] adj. shining with beauty (p. 25) solemn [sol m] adj. serious (p. 5) suspiciously [s spish s le ] adv. in an untrusting manner (p. 11) secure [si kyoor ] adj. safe (p. 13) wizened [wiz nd] adj. dried or shriveled up due to aging (p. 16)
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Name
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Class
Active Reading
Lupita Maana Chapters 13
In the first three chapters, the author develops the main characters, Lupita Maana and her brother, Salvador. One method the author uses to develop these characters is to include objects they own and value. As you read this selection, look for the one personal possession each character carries on their journey. Note the object in the appropriate space below. Then write down who gave him or her the object. Next, describe the owners attitude toward the object. Finally, think about what readers learn about the character from the personal possession he or she carries. In other words, how does the object help reveal the character for the reader?
Lupita Object
Salvador
cross necklace
How does the object develop the character for the reader?
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Responding
Lupita Maana Chapters 13 Personal Response
What might you say to Lupita if you could talk with her about what has happened to her in this short time span? What do you think she might want to talk about?
Analyzing Literature
Recall and Interpret 1. What happened to Lupitas father? Describe some of the ways that Lupita and her family could be affected by this.
2. Why is Lupita called Lupita Maana? What do you think the story might be about, based on Lupitas nickname?
3. Why doesnt Salvador want to ask Captain Ortega for his fathers job? What can you conclude about Salvadors personality based on his encounter with Ortega?
Copyright The McGraw-Hill Companies, Inc.
4. What is the plan that Uncle Antonio and Lupitas mother come up with to help the Torres family survive? What problems might occur with such a plan?
5. What happens to Lupita and Salvador on the road to Tijuana? How might this incident affect their attitudes for the rest of their journey?
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Responding
Lupita Maana Chapters 13 Analyzing Literature (continued)
Evaluate and Connect 6. From what you have read so far, who is more practicalLupita or Salvador? What evidence from the story supports your answer? How important do you think being practical is for what Lupita and Salvador are about to attempt? Explain your response.
7. Parallelism is the use of a series of words or phrases that have similar grammatical form. Parallelism is often used to stress an idea. Patricia Beatty uses parallelism when she writes, A boy who carried a knife on his body carried the thought of using it in his head (page 28). What words or phrases are parallel in this quotation? What idea is being stressed? How likely do you think Salvador would be to use his knife?
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Background
In 1941, the United States joined the Allied Forces of Europe in fighting World War II. Millions of men were sent overseas, which created a shortage of workers at home. To help solve this problem the government created the bracero program. Bracero is the Spanish word for arm-man, or manual labor; braceros were people from Mexico who came to this country to work. Braceros were to be paid minimum wage; given housing, food, and health care; and protected from discrimination. Unfortunately, many employers did not follow the agreement. In fact, the working conditions in Texas were so bad that at one point the Mexican government declared that braceros could no longer go there. American farmers benefited greatly from the cheap labor of the braceros, and the program continued until 1964, long past the wars end. Did You Know? Citizens of foreign countries must go through a naturalization process to become U.S. citizens. The naturalization process includes three steps: 1) file an application; 2) pass an examination; 3) participate in an Oath Ceremony. To begin the process, a person must be at least eighteen years old and have lived here, with permission, for five years. He or she must also be of good character and be able to understand, read, write, and speak basic English. Can you answer these questions from the naturalization exam? What is the legislative branch of the government? Who was Martin Luther King, Jr.? Who is the Commander in Chief of the U.S. military?
Vocabulary Preview
betray [bi tra ] v. to turn someone over to his or her enemies (p. 45) delay [di la ] v. to stop or postpone for a time (p. 46) dismay [dis ma ] n. shock; disappointment (p. 33) gangling [ an lin ] adj. tall and awkward; lanky (p. 47) inaudible [in o d bl] adj. unable to be heard (p. 67) obediently [o be de nt le] adv. in a manner that shows respect and willingness to follow orders (p. 33) pursuit [pr soot ] n. the act of chasing someone or something (p. 51) rebellious [ri bel ys] adj. disobedient; uncooperative with authority figures (p. 45) scald [skold] v. to burn with hot liquid or steam (p. 63) veranda [v ran d] n. a porch with a roof on it (p. 63)
16 Lupita Maana Study Guide
Name
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Active Reading
Lupita Maana Chapters 48
In Chapter 3, Lupita and Salvador encounter two men who try to rob them. The men even strike Salvador when he denies having any money. As the two continue their journey in Chapters 48, they meet many more people. Like the two men in the car, some of these people almost prevent the children from reaching their destination. Others, however, make it possible for the children to arrive successfully. As you read these chapters, list the people the children meet along the way. Briefly describe what happens in each encounter. Then tell if the outcome of the meeting is helpful, harmful, or neutral (neither helpful nor harmful). Meet: Colton Encounter: Outcome:
Mojave Desert
Home
Highway to Tijuana Meet: T men in car wo Encounter: Men try to rob them; strike Salvador Outcome: Harmful Meet: Encounter: Outcome:
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Name
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Responding
Lupita Maana Chapters 48 Personal Response
Which event from these chapters was most surprising to you? Describe the incident and tell what you had expected to happen.
Analyzing Literature
Recall and Interpret 1. How is Tijuana different from Ensenada? What evidence is there in the story that people in Tijuana are used to seeing children like Lupita and Salvador?
2. Explain how the children manage to get across the border the first time. What happens? What do you learn about Salvadors character from these events?
3. How does Bartolo manage to get Lupita and Salvador across the border? What is his fee? What might the necklace and knife symbolize, or stand for?
Copyright The McGraw-Hill Companies, Inc.
4. What does Seor Rodrigo charge the children in exchange for giving them jobs? What power do Seors Rodrigo and Elfren have over their undocumented employees?
5. Describe the incident involving the two gringos the morning the children arrive in the Mojave Desert. How do the childrens actions during this incident show that they have become wiser on their journey?
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Name
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Class
Responding
Lupita Maana Chapters 48 Analyzing Literature (continued)
Evaluate and Connect 6. Why does Salvador go to the U.S. border on the childrens first full day in Tijuana? How does Salvadors strategy compare with your own strategies for facing difficult problems or challenges?
7. Suspense is a feeling of curiosity, uncertainty, or even dread about what is going to happen next. How does the author build suspense in this section of the novel? For each instance that you find, explain whether the suspenseful moment turned out the way you thought or hoped it would.
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Background
Did You Know? The Christmas season in Mexico traditionally begins on December 16. Starting that night, people known as posadas, or innkeepers, reenact Joseph and Marys search for a place to stay in Bethlehem. According to the Christian faith, Joseph and Mary, the expectant parents of Jesus, arrived in Bethlehem and could not find lodging. The only place open to them was a stable behind an inn, and that is where Mary delivered the Christ child. Later, three kings known as Wise Men brought gifts for Jesus. The holiday that honors this event is called Epiphany or the Day of the Three Kings. It is celebrated on January 6. In Mexico it is customary to exchange gifts on that day. Also on Epiphany, people take their children to the plazas of their towns to have their pictures taken with boys dressed up as the three kings. Foreshadowing Foreshadowing is the use of clues by the author to prepare readers for events that will happen. As its name indicates, the shadow (or evidence) comes before the actual event. Consider how the following example from Lupita Maana hints at what Salvador will do later in the story. Getting that cardboard box of brightly colored shirts, jackets, and trousers from Lucky had not helped [Salvadors] temper. The clothing fit and was of better quality than anything he had ever owned, but it was not what one wore to harvest crops. Salvador still dressed in Papas clothing when he went to the fields, but Lupita could tell by the way he put on the black-and-white checked coat and the felt hat that he disliked them for their shabbiness (page 102). As you read this section, look for other hints the author gives that might prepare you for what is to come.
Vocabulary Preview
anteroom [an te room] n. an outer room, often used as a waiting room (p. 122) astonishment [as ton ish mnt] n. amazement; shock (p. 81) evade [i vad] v. to avoid (p. 107) gesture [ jes chr] v. to use motions, such as the waving of hands, in addition to or instead of speech (p. 88) oleanders [o le anderz] n. evergreen shrubs with white or red flowers (p. 124) resemblance [ri zem blans] n. likeness; similarity in appearance (p. 89) rivulets [riv y lts] n. streams (p. 90) stupor [stoo pr] n. daze (p. 91) summon [sum n] v. to call for; ask (p. 107) venture [ven chr] v. to take a risk; dare (p. 93)
20 Lupita Maana Study Guide
Name
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Active Reading
Lupita Maana Chapters 913
In Mexico, Lupita earned the nickname Lupita Maana because she had a positive outlook on life. To Lupita, things could always get better. However, her new situation in the United States has taught her that life can be painful and cause her to feel lonely at times. Despite the hardships in her life, she doesnt give up her positive outlook. At the same time, she does become determined to protect herself from pain and loneliness. The quotation below shows this new side of Lupita. Lupita knew what she must do. She must make a skin for herself against a world that could be so suddenly and unexpectedly cruel. Si! She would trust her own instincts, which she now knew to be right, and develop a shell so hard that nothing could pierce it, not even being deserted by Salvador. (page 106) As you read this section, look for experiences or events that help Lupita maintain her characteristic optimism. Also note those that cause her to feel lonely and hurt. In the organizer below, record the events and experiences in the appropriate places. Experiences that make Lupita feel
Hopeful She discovers that the woman who helps them find Aunt Consuelo is a nurse. Lupita is excited that a pocho can have such an important job.
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Responding
Lupita Maana Chapters 913 Personal Response
How did you react to the way Salvador treats Lupita in this section? What would you have said to Salvador during this time?
Analyzing Literature
Recall and Interpret 1. How does Aunt Consuelos life differ from the way she described it in letters to the Torres family? What might be some reasons for her circumstances?
2. Describe Lupitas letters to her mother. What information does she include in her letters? What information does she leave out? How does this reflect Lupitas opinion of her mother?
3. How does Salvador change once he meets Lucio? How much of that change, do you think, is due to Lucio? How much of the change is due to Salvador himself?
4. What gift does Lupita receive from Aunt Consuelo on the Day of the Three Kings? How does the gift reflect Consuelos changing feelings for Lupita?
5. What dreaded event occurs at the St. Valentines Day dance? How are Lupitas actions during the confusion in keeping with her character?
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Responding
Lupita Maana Chapters 913 Analyzing Literature (continued)
Evaluate and Connect 6. What does Lupita discover about the importance of learning English? If you immigrated to a country where your language was not spoken, would you want to learn the new language? Or would you feel more comfortable staying with your native language? Explain.
7. How does Irela help Lupita at the end of the story? How is this foreshadowed in the book?
Literature Groups A nuclear family consists of two generations: parents and their children. In the past, nuclear families often lived near their extended families. Today this is not always the case. People are likely to move from one state to another or even across the country for job opportunities or other reasons. This means that families do not have the support that extended families can offer. Grandparents taking care of grandchildren is one example of such support. In your group, compare and contrast Lupitas situation in Indio with that of an American who moves to a new place. Consider the group situations and loneliness that you discussed in the Focus Activity on page 20. Internet Connection The National Farmworkers Job Program helps migrant workers and their families become self-supporting. You can find information about this program and others by looking at www.usworkforce.org. Summarize the information.
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Adriana Ochoa
2. How does the poet know when her parents have left for work? Why do you suppose she doesnt see them and say goodbye?
3. A simile is a figure of speech using like or as to compare two seemingly unlike things. To what does the narrator compare her parents? Why do you think the narrator chose that particular image?
4. Imagery is language that emphasizes sensory impressions that help the reader see, hear, feel, smell, and taste things in the work. What imagery does the poet use? What idea does imagery help reinforce?
5. Making Connections Think about what type of poem Lupita might write about her parents. How would her thoughts differ from Adriana Ochoas? In what ways would their feelings be the same?
Creative Writing Write a poem about a parent, other family member, or person whom you admire (such as a teacher or coach). Use Mis Padres (My Parents) as a model for your poem. Here is the first stanza of a sample poem about a gym coach: You, my hockey coach, always say you want the best for me, and that the best always comes when I give my best
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2. Explain how the braceros got to work each day. What does this tell you about these workers?
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3. Where did Elizabeth Newby live until she was fourteen? Since this was better than the housing provided by the farmers, what conclusion can you come to about that housing? about the farmers?
4. Why didnt they demand better treatment, such as fair pay and sanitary working and living conditions?
5. Making Connections How is Seor Fidencios behavior similar to that of the contratista? What might this say about the human spirit?
History Connection Cesar Chvez (19271993), a Mexican American, worked for improvements in the lives of migrant workers. Find out how Chvez helped improve life for migrant workers.
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Focus Question What elements make up a persons identity? Background Langston Hughes wrote over 800 poems, and several short stories, plays, and humorous essays. This poem was first published in 1949. The speaker in the poem is attending the City College of the City of New York (CCNY).
2. What kind of person do you think the speaker is? Offer a brief description of his personality, going beyond the information the poet offers. Then explain how you arrived at the description.
3. Explain how the speaker follows the assignment to the letter. Why do you think he is so careful to do so?
4. According to the speaker, how are he and the teacher connected? What do you think the teacher learns from this student?
5. Making Connections The narrator explains that people of different backgrounds influence each other. How is Lupita affected by people in the United States? How does Lupita affect people she meets in the United States?
Geography Connection Langston Hughes is one of the most popular African American poets. Although he was born in Missouri, Hughes spent most of his adult life in Harlem. Find out exactly where Harlem is in New York City. How did the population of Harlem change in the 1920s and 1930sthe period known as the Harlem Renaissance? Find out what renaissance means and how it applied to what was going on in Harlem during that time period.
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Focus Question How do you respond to difficult situations in your life? Background Personification involves giving human qualities to an animal, object, or idea. Aesops fables are known for their use of personification as well as for the morals they offer.
2. What finally happens that causes the oak tree to fall? Why is the tree so amazed to see the reed still standing?
3. According to the reed, what is its own weakness? How would you describe the weakness of the oak?
4. How is the tree personified? How is the reed? Why do you think the author chose to personify these objects?
5. Making Connections In what ways does Lupita follow the moral of this fable? Give one or two examples from the novel.
Science Connection Research oak trees and reeds. Find out about their needs for sun and water and about the types of ecosystems in which they thrive. What are some similarities and differences between them? How does this information support the fable?
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by Francisco Jimnez
2. Describe the friendship between Panchito and Carl. What is so special about the relationship for Panchito?
3. What does Panchito use his notebook for? What does this tell you about the boy?
4. How does Panchito lose his pennies? his notebook? Reread the last sentence of the Background information above. What words or phrases does the author use to help readers feel through [the childs] heart when Panchito loses these possessions?
5. Making Connections Compare Panchitos losses to the losses Lupita and Salvador experience. Who do you think suffers the greater loss? Explain.
Learning for Life Find out if Panchitos two pennies would be valuable to coin collectors today. If so, how much would each be worth? You might want to start your own coin collection. Begin with one or two older coins that are in some way different from more recent ones. Add to your collection as you find unique or older coins.
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4. What is so unforgettable about working in the fields? a. the enthusiasm of the other workers c. the beauty of the countryside b. the physical demands d. the generous pay 5. Why doesnt Lupita tell her mother when Salvador moves out? a. so her mother wont worry about her loan c. so her mother will think everything is b. so her mother wont feel guilty all right d. so her mother can still trust him B. Write a short answer for each question below. 6. What happens the first time the children enter the United States? What does this experience teach them about getting across the border?
7. How do the children cross the border safely? Why doesnt Salvador consider Bartolo a coyote?
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8. How are the children taken advantage of by Seor Rodrigo and Seor Elfren, and why cant they complain? How does the reader know that the two men have done this kind of thing before?
9. How does Aunt Consuelos life differ from the way she described it in letters to the Torres family? Why do you think her husband did not want her to tell the truth in her letters to the Torres family?
10. Why does Salvador move in with Lucio? Why do you suppose Lucio does not like Lupita?
Test
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Why do you think Lupita kept her birthday a secret? Explain why Lupita is so concerned about growing up in this country. 2. Think of all the people Lupita and Salvador meet as they travel from Ensenada to Indio. Which character is most interesting to you? Describe the characters physical appearance and his or her personality. Then explain what makes that person interesting. Support your reasons with details from the story. 3. Discuss the relationship between Lupita and Salvador. How does it change over the course of the novel? Tell whether you were surprised by the way things end between them or if you anticipated what happens, based on their earlier interactions. Provide details from the novel as support for your essay. 4. At the end of the story, Salvador is sent back to Mexico, but Lupita remains in Indio with her relatives. Explain what you think will happen to Lupita and Salvador now. 5. Read the following excerpt from a review of Lupita Maana.
Fundamental to the story is the main character of Lupita, whose resiliency of spirit places her among that select group of characters called survivors. Reader review, Amazon.com
Write a brief essay in which you describe Lupitas role as a survivor. How does Lupitas outlook affect her ability to survive?
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