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THE GLENCOE LITERATURE LIBRARY

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

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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

For the Student


Meet Patricia Beatty Introducing the Novel Chapters 13 Before You Read Active Reading Responding Chapters 48 Before You Read Active Reading Responding Chapters 913 Before You Read Active Reading Responding Related Readings Blackline Masters Mis Padres (My Parents) by Adriana Ochoa from The Mexican American Family Album by Dorothy and Thomas Hoobler Theme for English B by Langston Hughes The Oak and the Reed by Aesop To Have and to Hold from The Circuit by Francisco Jimnez Test 9 10 12 13 14 16 17 18 20 21 22 24 25 26 27 28 29

About the Work


LUPITA MAANA BY PATRICIA BEATTY
Lupita Maana is the story of a young Mexican girl who, with her older brother, enters the United States illegally to obtain work and send money home to her family. In the United States Lupita must cope with the threat of being deported, the unkindness of others, and the difficulties of living and working in a strange country. Her new life also shows her that kindness is often reciprocated, that sacrifices to help her family are rewarding, and that the optimism that earned her her nickname is justified. The book, first published in 1981, is set in the Mexico and California of that time. However, since illegal immigration is a current issue, the setting of the novel can still be considered contemporary. Lupita Maana was a Jane Addams Childrens Book Award honor book in 1982. Note that the novel contains scenes in which characters are drunk or have used marijuana. You may wish to explain to the students that Patricia Beattys intention was to present realistic characters who respond to adverse circumstances in believable, if not always socially acceptable, ways.

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.

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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

2 For the Teacher

Lupita Maana Study Guide

MAJOR THEMES IN THE NOVEL


The importance of treating others with kindness: Lupitas experiences teach her that kindness is often reciprocated. In Chapter 10, Lupita treats Irela to a movie. Then in Chapter 12, she buys Irela ice cream for taking her shopping for a dress. At the storys end, Irela begins to teach Lupita English in response to her cousins kindness. The duty one has to family: When Lupitas father was alive, he was a good father who worked hard for his family. Lupitas mother worked as a hotel maid and at home took care of six children. After their father dies, Lupita and Salvador undertake a long and sometimes terrifying journey to the United States to obtain jobs and send money home to their mother. The strain of living in constant fear: As undocumented immigrants, many of the characters live in fear of being sent back to Mexico. Do not make [Seor Rodriguez and Seor Elfren] displeased, Concha warns Lupita. They can call la migra whenever they want to. When a worker in the fields becomes ill, she begs, Do not let the boss call for the ambulance! La migra will find me, and I have been here so long now. Undocumented immigrants cannot seek medical help, are taken advantage of, and are forced to live anonymously and secretly. The need to maintain an optimistic attitude in times of difficulty: From the time she was very young, Lupita Maana has always been sure that things would improve for her family. Josefa asks her, Is it true that you are called Lupita Maana because when your father does not catch as many fish as he wants, you always say, Tomorrow, maana, you will catch more, Pap? In the United States, Lupita is hopeful that things will go well and that the money she sends home will improve her familys situation. When Irela offers to teach her English, Lupita is optimistic that both of their tomorrows [are] sure to be better. Lupitas hopeful attitude keeps her going through the difficulties in her life.
Lupita Maana Study Guide

APPROACHES TO TEACHING THE NOVEL


Teach students to identify character development within a novel. Remind students that characters are developed by description, action, and dialogue. Have students consider: What does the character look like? How does the character feel about events and people? How does the character react in different situations? What can be learned from the things the character says, or from the way other characters behave toward him or her? For each section, you may assign different characters to small groups and have groups share what they learn about character development with the class. Teach students to identify conflicts. Ask students to determine Lupitas internal conflicts. What are her feelings about leaving Mexico? What is so troubling about how Salvador spends money? Help students identify external conflicts. Ask questions relating to the conflicts between the Torres children and others and between the children themselves. Pinpoint reasons for these conflicts. Ask students which conflicts are resolved in the story. How do the unresolved conflicts affect the outcome of the story?

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FURTHER READING FOR THE TEACHER


New Kids in Town by Janet Bode, the personal stories of eleven teenage immigrants, promotes a greater appreciation for the rich ethnic and cultural diversity in the United States. Remembering Patricia Beatty is a speech in honor of Beatty and her work, delivered by Judith Auth, Director of the Riverside Public Library, in November 1999.

For the Teacher

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.

Name That Prized Possession


Help students explore the types of personal possessions that people value.

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.

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4 For the Teacher

Lupita Maana Study Guide

Meeting Individual Needs


The style and story line of Lupita Maana make it appropriate for average readers. The activities that follow will help you present the novel in ways that meet the needs and interests of all readers.
Have partners discuss each chapter after they read it. Encourage the English-language learner to make a glossary of unfamiliar terms as he or she encounters them. After reading the chapter, the English speaker can then explain the terms so they can be defined in the learners glossary.

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.

Gifted and Talented


Encourage students who enjoyed Lupita Maana to read another book that has won the Jane Addams Childrens Book Award or one that has won the John and Patricia Beatty Award.

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

Copyright The McGraw-Hill Companies, Inc.

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.

For the Teacher

Options for Using Related Readings


Related Readings Mis Padres (My Parents) by Adriana Ochoa
(BLM page 24)

Making Connections to Lupita Maana


A child writes a poem honoring her hardworking parents. As a pre- or postreading selection, help students see the parallelism in the poem. Challenge them to discover the emphasis intended by the poet. As a postreading activity, lead students in a discussion about the respect and honor that Lupita gives to her mother. How does it compare to that shown by the speaker in this poem? In these excerpts, migrant farm workers reminisce about their experiences. As a prereading selection, these reminiscences will prepare students for what Lupita and other characters endure. As a postreading activity, ask students to compare these reminiscences to Lupitas experiences. Also ask: Would Lupita, or perhaps her father, have endured some of the trials described in order to work? Would Salvador? Just as Lupita struggles with her new identity, an African American college student examines his own American-ness. As a pre- or postreading selection, bring in recordings of a variety of music. Allow students to respond to each piece. As a postreading activity, ask students to consider how the speakers experiences as an African American man in 1950s America compare to Lupitas experiences as an undocumented immigrant. What does the speaker mean by Thats American? This fable teaches that adapting to life as Lupita does can ensure survival. As a prereading exercise, ask students to name other objects that yield in order to survive. In what kinds of situations might this tendency apply to humans? When is adapting seen as a weakness in humans and when is it seen as a strength? As a postreading activity, allow students to develop their own fables around another moral or lesson offered in Lupita Maana. This account is about a boy who lived the transient life of a migrant farm workers child. As a prereading selection, this account will set the stage for students understanding of Lupitas life as a farm worker. As a postreading activity, ask students to compare Jimnezs experiences living with his family and working in the fields to Lupitas experiences living and working independently.

from The Mexican American Family Album by Dorothy and Thomas Hoobler
(BLM page 25)

Theme for English B by Langston Hughes


(BLM page 26)

The Oak and the Reed by Aesop


(BLM page 27)

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To Have and to Hold from The Circuit by Francisco Jimnez


(BLM page 28)

6 For the Teacher

Lupita Maana Study Guide

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 913


Recall and Interpret 1. Aunt Consuelos family is poor; her house is run down; they receive welfare benefits. Students may say that Uncle Hermilio spends the familys money on beer; Aunt Consuelo cannot get a better job because she has not learned English. 2. Lupita makes a point of mentioning only the good things that happen. She does not tell her mother about Aunt Consuelos circumstances, the difficulty of their jobs, or her problems with Salvador. She thinks her mother would feel burdened with guilt for sending them away. 3. Salvador decides fieldwork and old clothing are not good enough; he sends less money home; he treats Lupita coldly. Some students will say Lucio influences Salvador by criticizing fieldwork and giving him clothing. Others will point out that Salvador bragged about becoming rich and admired nice things; his behavior is in keeping with his personality. 4. Lupita receives an expensive dress from her aunt. Students may offer that Aunt Consuelo is growing more fond of Lupita. 5. La migra raid the dance and take Salvador away. Students may say that Lupitas actions are in keeping with her practical and levelheaded character. Evaluate and Connect 6. Lupita discovers she can get a better job if she learns English. Some students would learn the language to take advantage of opportunities in the new land. Some would feel more comfortable in their native tongue. 7. Irela begins teaching Lupita English. Students may suggest that this is foreshadowed by Irelas remark that she likes her teacher and by her offer to take Lupita shopping.

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.

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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

Lupita Maana Study Guide

Answer Key

Answer Key (continued from previous page)


5. Lupitas poem might focus on the memories she has of her parents; Lupita may not have realized that her parents worried about her. Students may say that Lupita may have felt the same gratitude that the poet felt. from The Mexican American Family Album 1. He helps the workers because helping others is good. Students might point out that the daughter, as an adult, mentions the lesson, even though she learned it as a child. 2. The men waited in the hot sun until someone hired them. They were determinedand even desperateto find work. 3. She lived in the back of a truck. The housing provided by the farmers must have been almost unlivable; the farmers had little concern for the welfare of the workers. 4. The food was of poor quality; the barracks and outdoor toilets were filthy. The workers were afraid they would lose their jobs if they spoke up. 5. Fidencio takes care of the sick woman and finishes picking her row. He does not report her illness to the boss because that could lead to the authorities discovering her illegal status. Students may suggest that during difficult times, people are even more generous than in times of prosperity. Theme for English B 1. The assignment is to write a page about himself. Possible response: Write about your feelings, hurts, and dreams; choose words that express your emotions and thoughts. 2. Possible responses: The narrators questioning shows he is intelligent; his descriptions show that he is reflective. He feels connected to his culture, yet part of a bigger culture. He says he feels, sees, and hears Harlem; he admits that he is a part of the instructor and that the instructor is a part of him, which is part of being American. 3. He recounts his journey home and then immediately starts writing. The speaker may be doubtful that he can meet the assignment, so he wants to let the teacher know that at least he followed the assignment as closely as possible. 4. He and the teacher are a part of each other. The teacher may learn that the truth the student writes comes out of both of them since they are a part of each other. 5. Lupita is affected by the Americans culturetheir cities, their forms of entertainment, their language, their attitudes. Americans are affected by Lupitas efforts as a farm worker. The Oak and the Reed 1. The oak tree has the strength to endure storms. It is proud of its strength and thinks it is invulnerable. 2. The tree is knocked down by a particularly strong storm. The reed seems so weak and not able to withstand storms. 3. The reeds weakness is its inability to stand up to storms. The weakness of the oak may be its inability to know when it is beaten. 4. The tree speaks; it is amazed and proud, purposely pitting itself against storms. The reed speaks, recognizes its weakness, and purposely bends. The author may have personified the objects to represent human behavior. 5. Instead of refusing to do fieldwork, Lupita accepts it and makes money to survive. She also adapts by recognizing that she must learn English to find better work. To Have and to Hold 1. The pennies are a 1910 Lincoln Head and a 1865 Indian Head. The pennies may provide him with security: one represents his fathers love and the other his friendship with Carl. 2. They ride bikes together and Carl gives Panchito one of his oldest coins. The friendship may have been the only time Panchito bonded with a schoolmate before moving on. 3. He uses it to write down words and spelling rules. It shows that Panchito is determined to learn English. 4. His sister spends his pennies, and a fire destroys his notebook. Possible responses: my heart dropped to my stomach; I felt my face on fire; Everything blurred; crossed out Lincoln Head, 1910, and Indian Head, 1865. 5. Panchito lost his prize pennies, his notebook, and Carl. Lupita and Salvador lost their father, their family, and their prized possessions. Students will probably agree the Torreses loss is greater because it is more permanent.

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

Lupita Maana Study Guide

Meet Patricia Beatty


someone who knows. . . will be agreeably surprised by the trouble taken with a childrens bookand a novel at that. We will not hold our breath until this happy event occurs. . . . Beatty was born in Portland, Oregon, in 1922. Because her father was a commander for the U.S. Coast Guard, the family lived at Coast Guard stations, moving several times during Beattys childhood. According to Beatty, she was affected most by the Coast Guard stations located on reservations for Native Americans. There Beatty developed an appreciation for the history and customs of Native Americans. . . . I have lived on the Umpqua Reservation in Oregon, the Neah Bay Reservation in Washington, and most memorable of all, on the Quileute Reservation at La Push, Washington. Here I lived from the age of nine to thirteen. When my father retired to Portland, I took my cherished memories of the Quileute Reservation with me and since that time have turned them into several published novels for children. One other childhood event contributed to Beattys becoming a writer of historical fiction. At the age of ten, she became quite ill and spent five months in a hospital. She passed the time by reading. Speaking of this experience, Beatty once said: I read somewhere that many authors who write especially for young people are individuals who have had suffering in their own childhoods . . . or known intense loneliness. I believe such suffering while young makes for a deeper, more sensitive person, who can feel the pain and problems of others and put himself or herself into the other persons difficult place. Beaty spent most of her adult life in Riverside, California, and developed a specific interest in California history. Beattys husband, John, was also a writer and the two coauthored many books until Johns death in 1975. In 1988, just three years before she died, Beatty established the John and Patricia Beatty Award for exceptional childrens books that deal with California history and culture.

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
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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

Lupita Maana Study Guide

Introducing the Novel


I dont take a rosy view of life. I see it as a struggleto be born, to make a living, to earn a place, no matter how small, in the sun and hopefully to leave something behind after one has left this earth. I realize mine is a rather hard view of life but then life sometimes is hard.
Patricia Beatty

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.

THE TIME AND PLACE


Lupita Maana takes place in northern Mexico and southern California in the early 1980s, and the book is reflective of its times. In 1964 the bracero program ended. This program had allowed seasonal workers to enter the country legally. After that, some farmers were afraid that unless they hired undocumented workers, their crops would spoil before they were picked. Many of these workers were apprehendedsometimes over a million a year. But while these undocumented workers could be deported, farmers could not be penalized for hiring them. The Immigration Reform and Control Act of 1986 changed all that. This new law once again allowed seasonal agricultural workers into the country. It also enabled them to be eligible for permanent residency and, eventually, citizenship, if they desired. In addition, the Act granted citizenship status to immigrants who had been in the United States illegally since 1982. Equally important, however, is that under the new law, it became illegal for farmers and other employers to hire undocumented immigrants. Employers were now required to have all new employees show evidence of their eligibility to work in the United States. This made it much more difficult for employers to hire undocumented workersand more difficult for employers to exploit such
Lupita Maana Study Guide

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workers. Since Lupita Maana takes place before this Act was passed, the undocumented workers in the book are exploited, have little hope of

attaining citizenship, and, as such, live in constant fear of being deported.

Did You Know?


While many Mexican American immigrants were professional workers, others found jobs as migrant farm workers. A migrant farm worker is one who travels from place to place, harvesting crops that must be picked as soon as they ripen. Migrant workers are needed because some crops must be picked by hand rather than by machine, and there are not enough local workers in an area to pick the crops before they become too ripe. Examples of such crops are squash, lettuce, grapes, strawberries, and apples. Migrant workers often travel around, moving to where work is available in a given season. For example, in one year in the United States, a migrant farm worker might work on farms in Florida, Georgia, North Carolina, and Maine. There are three basic paths of migration. On one migratory path, workers pick citrus fruits in Florida during the winter, then move northeast throughout the year, ending up as far north as Maine, where they might pick apples in the fall. The workers then move south to Florida in the winter and start the migratory path again. A second path involves people migrating from Texas to the north central states as well as to mountain and Pacific states. Along the third path workers move from southern California northward through the state to Oregon and then to Washington.

CRITICS CORNER
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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

Lupita Maana Study Guide

11

Before You Read


Lupita Maana Chapters 13
FOCUS ACTIVITY
What are some reasons that people move away from their families? Web It Think about what it would be like to move to another location, far away from ones roots. Make a word web for the term moving. Include ideas about reasons to move, things that are left behind, and new experiences ahead. Setting a Purpose Read to find out about why Lupita and Salvador must move far away from their family and where they are planning to go.

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.

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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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Lupita Maana Study Guide

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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

Who gave the object?

What is the owners attitude toward the object?

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?
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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?

Literature and Writing


Write a Letter to a Sibling With little time to prepare or even say goodbye to her brothers and sisters, Lupita leaves her homeland. Write a letter of farewell from Lupita to her younger brothers and sisters. Use the word web you created in the Focus Activity on page 12 to help you. In your letter, describe your feelings for the children. Also tell them how you feel about the move and how you would like them to feel about it. Finally, be sure to explain the reasons you moved away.

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Extending Your Response


Literature Groups Mrs. Torres and Uncle Antonio decide to send Lupita and Salvador to the United States; however, the conversation between the two characters is not included in the book. Who do you suppose first made the suggestion? What would have been some of the reasons not to send the children away? In your group, write the dialogue between Mrs. Torres and Uncle Antonio. Then choose two students to role-play the scene. Geography Connection Use an atlas to plot the course Lupita and Salvador might take from their home in Ensenada, Mexico, to Indio, California. Figure out the total distance (in miles), using a road map if possible, because it is likely the children will travel near the highways. Also, consider what the terrain will be like along the way. Will there be any mountains to cross or long distances without natural water sources?

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15

Before You Read


Lupita Maana Chapters 48
FOCUS ACTIVITY
What types of questions would you like to ask a recent immigrant to this country? Questionnaire Suppose you are going to write a paper about the experiences of immigrants who come to this country. Consider the types of questions you should ask: for example, why they left their homelands, what difficulties they faced along the way, whether they have learned English, and so forth. Create a questionnaire that you could give to immigrants. You might want to include rating questions such as On a scale of 1 to 5, rate how difficult it was to get into the country, as well as open-ended questions. Setting a Purpose Read to find out about the experiences of Lupita and Salvador as they immigrate to the United States.

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?

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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)
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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:

Meet: Encounter: Outcome: Colton freight yard

Mojave Desert

Meet: Encounter: Outcome:

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Train yard across the border

Aunt Consuelos house

Home

Meet: Encounter: Outcome: Tijuana

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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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?
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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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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.

Literature and Writing


Write an Interview for a Television News Program Imagine that you are an anchor on a local television news program. Your assignment is to interview one of the characters from the first eight chapters of the book. First choose a character who would be of interest to your viewers. Then think about the types of questions you might ask. Use the questionnaire that you wrote for the Focus Activity on page 16 as a guide. Finally, predict the answers you might receive based on the characters behavior in the story. Write your interview in a question-and-answer format.

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Extending Your Response


Math Connection Reread pages 6061, which describe how much Lupita and Salvador will earn at their jobs in Colton. Suppose that they work fifty hours a week. What is the total amount the two of them will make? How much will they have to pay to Rodrigo and Eduardo? How much will they have left over? How much should they send their mother? How much does that leave them to live on?

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19

Before You Read


Lupita Maana Chapters 913
Focus Activity
Is it possible to feel alone when surrounded by people? Think-Pair-Share On your own, think of some group situations in which a person might feel lonely. Discuss your ideas with a partner. Then share your combined thoughts with the class. Be sure to include examples of different ways or reasons that a person might feel alone in such situations. Setting a Purpose Read to find out how Lupita feels while living in Aunt Consuelos house.

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.

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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)
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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.

Lonely and Hurt

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Lupita Maana Study Guide

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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?

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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 and Writing


Write a Character Description Throughout these chapters, the reader is shown many sides of Aunt Consuelo. Write a character description of Aunt Consuelo. You might consider some of the following: What was Aunt Consuelos reaction to seeing her niece and nephew on her doorstep? How does she treat her own children? What is her attitude toward men? How is this attitude reflected in her behavior toward her husband? How does she treat Lupita? How does she treat people at the workplace?

Extending Your Response


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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

Mis Padres (My Parents)

Before You Read


Focus Question How do small children often view their parents or guardians? Background This poem was written by a Mexican American girl whose parents are migrant workers. When she wrote the poem, Adriana Ochoa was attending a migrant program in the Salinas Valley of California. The migrant programs are designed to help children get a better education.

Responding to the Reading


1. How does the poet know that her parents are concerned about her? What evidence is there that the poet is concerned about her parents?

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?

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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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Dorothy and Thomas Hoobler

from The Mexican American Family Album

Before You Read


Focus Question Why do you think difficult times cause some people to behave in helpful ways and others to try to take advantage of peoples misfortunes? Background During the 1930s, the world suffered a period of extreme economic slowdown known in this country as the Great Depression. Many people in the United States suffered economic hardship. Some Mexican Americans were forced from better jobs in cities back into fieldwork. In response to this crisis, President Franklin Delano Roosevelt developed the New Deal, a series of government programs designed to provide people with jobs. One program was the Civilian Conservation Corps, which provided work for young people, employing them to plant trees, clean up beaches, and aid other conservation projects. The National Youth Association also provided jobs for young people.

Responding to the Reading


1. What explanation did the contratista in the first excerpt give his daughter for helping his workers fill their bags of cotton? How do you know that the lesson stayed with the daughter?

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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Langston Hughes Before You Read

Theme for English B

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).

Responding to the Reading


1. What is the homework assignment the speaker receives? Use your own words to explain what is meant by line 4, let that page come out of you.

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?

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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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Aesop Before You Read

The Oak and the Reed

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.

Responding to the Reading


1. How does the oak tree manage to survive as long as it does? How would you describe the oak trees character?

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?

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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

To Have and to Hold from The Circuit

Before You Read


Focus Question How might possessions offer their owners a sense of security? Background Francisco Jimnez grew up in a family of migrant farm workers. As a child he spoke little English and even failed his first year of school because he did not know the language. Later, Jimnez wrote about his childhood to record his family history. He also wanted readers to hear the childs voice, to see through his eyes, and to feel through his heart.

Responding to the Reading


1. What are Panchitos two favorite pennies? Why do you think he takes such good care of them?

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?

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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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Recall and Interpret (40 points total; 4 points each) A. Write the letter of the best answer. 1. What is the main reason Lupita and Salvador leave Mexico? a. their fathers death c. Salvadors dreams of riches b. a famine in their town d. to find work to support their family 2. Why does Lupita dress as a boy? a. so that robbers will be less likely to attack b. so she can earn more money 3. Why do Lupita and Salvador leave Colton? a. their employers become angry with them b. Salvador is caught stealing c. so she can beg for money more easily d. so she wont embarrass Salvador c. la migra raids their workplaces d. Aunt Consuelo contacts them

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?

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Evaluate and Connect (60 points total; 30 points each) C. Answer two of the following essay questions on a separate sheet of paper. 1. Read the following quotation from the novel.
Lupita looked away to the windows, streaming with gray rain. Yesterday had been her birthday, her fourteenth birthday, but she had told no one. Next week Salvador would turn sixteen. He and she were growing up, growing older and further apart in this alien land to which they had never chosen to come. What would become of them . . . ? (page 168)

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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