Exploring Themes in Esperanza Rising

Subject Area(s):

• K-12: Language Arts
• Historical Understanding
• Social Studies(general)

Grade Level(s):

• 7th-8th Grade

Description:

By exploring the themes of Esperanza Rising, seventh or eighth grade students will learn about the hardships endured by Mexican immigrants in their pursuit of happiness. Each student will share what they believe the theme, or message of this story is during a book discussion. There are many possible interpretations of this story's theme, and students will learn that readers' understandings of themes are based on their own experiences and beliefs.

Goals & Objectives:

Instructional Goals:

• Students will discover the theme of a story.
• Students will gain a better understanding of the history of another culture.

Learning Objectives:

• Students will read the story and discover what their interpretation of its theme is.
• Students will learn about some of the hardships Mexican immigrants endured during the Great Depression, in their pursuit of the American dream.

Motivational Goals:

• Motivate continued literature appreciation.
• Generate student interest in other cultures.

Materials:

Esperanza Rising, by Pam Munoz Ryan.

Procedures:

Introduction: 

• Introduce to the class the book Esperanza Rising.
• Read aloud the first chapter, including the Mexican proverbs “He who falls today may rise tomorrow” and “The rich person is richer when he becomes poor, than the poor person when he becomes rich.”

Body:

• Tell the class that they will be reading Esperanza Rising on their own, and that their classroom teacher will reduce their other homework accordingly.
• Review that the theme is the heart of a work of literature, the message that the story conveys about life, and that it is not usually stated in the story.  Since students bring their own backgrounds and experiences to their understanding of a story’s message, each individual may identify different themes from the same story.
• Tell the class they will be identifying what they believe the theme is, and will then have the opportunity to share with each other during a discussion that will take place in two weeks.
• Ask the students to keep in mind the proverbs and words of wisdom throughout the story, and how they believe these relate to the pursuit of happiness.

Conclusion:

• There are many possible themes in this story, including the importance of family, hard work, courage, hope, and faith.  All of these are key to the American belief in the pursuit of happiness.  By exploring the theme, students will consider what happiness truly is. 
• Students will share these ideas with each other during a book discussion in two weeks, and hopefully will find that they have already discussed the book with others during the time they were reading it. They will first write their theme on a piece of paper.  The LMS can begin by sharing her interpretation of the theme.  The students will then share and discuss each other’s interpretations.  They will also be able to share any other comments they have about the book, as time permits.  Ideally, the students will have learned that the pursuit of happiness may be difficult, but true happiness may not be what they originally thought it was.
• Encourage further exploration of the book’s topics or themes by helping interested students find similar titles.

Assessment:

Learning Assessment Method(s):

- The LMS and classroom teacher will observe the students sharing their interpretations of the story's theme.

- The LMS and classroom teacher will interact with the students during a discussion of the story and themes.

- The LMS and classroom teacher will observe students' interest in and excitement about literature by their participation.

Supporting Files:

• Esperanza_Rising_by_Pam_Munoz_Ryan.doc
  Worksheet: Themes in Esperanza Rising

Standards:

National Information Literacy Standards (K-12)

Uses information accurately and creatively

• Applies information in critical thinking and problem solving.

Appreciates literature and other creative expressions of information.

• Is a competent and self-motivated reader.

Recognizes the importance of information to a democratic society.

• Seeks information from diverse sources, contexts, disciplines, and cultures

Participates effectively in groups to pursue and generate information.

• Shares knowledge and information with others.