Bibliographic Information:
Ryan, Pam Muñoz. Esperanza Rising. New York: Scholastic Press, 2000. Print.
Plot Description:
When tragedy strikes, 13-year-old Esperanza is forced to leave her life of wealth and privilege in Mexico to live in a Mexican farm labor camp in California in the midst of the Great Depression. In just a few months she losses her father and her home and her mother becomes gravely ill. Once completely waited upon, Esperanza learns how to care for herself and work alongside the other migrants in the fields. In addition to Esperanza’s story of overcoming adversity and embracing a new sense of hard work, community and belonging, the conflicting views of organized labor and striking amongst the laborers are movingly depicted.
Quantitative Reading Level: GL 5.5, Lexile 750, RL 6.2
Qualitative Reading Analysis: This book is moderately complex, employing a variety of literary devices including foreshadowing, symbolism and irony. There are also many symbolic objects and names, including chapters named by seasonal fruits of the laborers work and the name of the protagonist herself. Spanish words and historical references are peppered throughout the story that will likely require some outside investigation. Figurative language is also present throughout the story.
Content Area: Reading, Literature. Social Studies.
Content Area Standard(s):
CCSS for Reading Literature, Grades 6-8: 2) Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 3) Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). 4) Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone
5) Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. 6) Explain how an author develops the point of view of the narrator or speaker in a text.
CCSS for Writing, Grade 6-8: 9) Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS for Language, Grade 6-8: 5) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Curriculum Suggestions: This book pairs well with John Steinbeck’s Grapes of Wrath by allowing students to compare and contrast the experience of different migrant groups during the Great Depression. It is an excellent middle school synthesis of themes from Literature, History and Ethnic Studies.
Supporting Digital Content:
Reader’s Theater Script: http://pammunozryan.com/pages/scriptEsperanza.pdf
Book Trailer: http://www.youtube.com/watch?v=dQ-wK_7jz9A
Subjects/Themes: Overcoming Adversity, Social Classes, Human Rights, Immigration/Emigration, Family
Awards: Jane Addams Children’s Book Award 2000.
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