Enrique's Journey
The story of a boy's dangerous odyssey to reunite with his mother.
As we explore all facets of the current debate on immigration, we will be reading excerpts from Sonia Nazario's 2006 bestseller Enrique's Journey. This text, which was originally a newspaper series for the Los Angeles Times, tells the true story of a boy from Honduras travelling north through Mexico to reunite with his mother in the United States. The book gives a personal dimension to what is an often political debate about immigration in America.
For this unit, you encouraged to read the entire text, but you are required to read and complete Active Reading notes for the Prologue, Part One (pages 3-44), and part of Part Six (190-196). You are also responsible for working with photojournalist Don Bartletti's images that are featured in the book.
For this unit, you encouraged to read the entire text, but you are required to read and complete Active Reading notes for the Prologue, Part One (pages 3-44), and part of Part Six (190-196). You are also responsible for working with photojournalist Don Bartletti's images that are featured in the book.
Assignment #1 - Prologue to Enrique's Journey
(due prior to class on Wednesday, February 20th)
Closely read the Prologue to Enrique's Journey (pages ix-xxvi) using the Active Reading strategies. All notes should be documented within your PSL notebook. While you can choose your own format, your notes should contain elements of summary/key arguments, reactions, questions, and connections.
(due prior to class on Wednesday, February 20th)
Closely read the Prologue to Enrique's Journey (pages ix-xxvi) using the Active Reading strategies. All notes should be documented within your PSL notebook. While you can choose your own format, your notes should contain elements of summary/key arguments, reactions, questions, and connections.
Questions to consider as you read the Prologue...
- How did the author get the idea for this work? How might that affect the way she crafts her story?
- What shift (change from the 1980's) has taken place in the face of the modern immigrant population? How might that be relevant to our community?
- Explain and evaluate the preparations the author took before beginning her research for this story.
- What “safety nets” did the author wish to have in place for her own personal safety? Why might these “safety nets” be necessary?
- Trace Minor’s journey to America. What does Nazario (and the reader) learn from this experience?
- What does El Tren de la Muerte mean? Literally? Symbolically?
- Respond to Nazario's comment on page xxv that, [Immigration] is a powerful stream, one that can only be addressed at its source."
Assignment #2 - Enrique's Journey (pages 3-44)
Closely read pages 3-44 (prior to class on Friday, February 22nd ) of Enrique's Journey using the active reading strategies outlined above.
Questions to consider while reading pages 3-44 of Enrique's Journey
1. Reflect on Enrique’s relationship with his mother. How is that relationship different from the relationships each has with other people?
2. What does the author mean when she says that for these children, finding their mothers “becomes the quest for the Holy Grail”?
3. Contrast the images of the United States that Lourdes/Enrique see on television versus what each finds in the United States.
4. In this section, the seeds of Enrique’s desire to follow his mother are planted. What “seeds” can you find?
Questions to consider while reading pages 3-44 of Enrique's Journey
1. Reflect on Enrique’s relationship with his mother. How is that relationship different from the relationships each has with other people?
2. What does the author mean when she says that for these children, finding their mothers “becomes the quest for the Holy Grail”?
3. Contrast the images of the United States that Lourdes/Enrique see on television versus what each finds in the United States.
4. In this section, the seeds of Enrique’s desire to follow his mother are planted. What “seeds” can you find?
Assignment #3 - Enrique's Journey (pages 190-196)
Questions to consider while reading pages 190-196 of Enrique's Journey
1. Why might Enrique's response to Maria Isabel's comment that, "If I have the opportunity, I'll go [to the United States]" be surprising to some readers?
2. Why might this migration cycle continue? In what ways can it be changed?
3. Does this section of the text reaffirm the author's suggestion that immigration, "is a powerful stream, one that can only be addressed at its source" or does it undermine her argument?
1. Why might Enrique's response to Maria Isabel's comment that, "If I have the opportunity, I'll go [to the United States]" be surprising to some readers?
2. Why might this migration cycle continue? In what ways can it be changed?
3. Does this section of the text reaffirm the author's suggestion that immigration, "is a powerful stream, one that can only be addressed at its source" or does it undermine her argument?
Additional Learning Opportunities using Enrique's Journey
enriques_journey_-_optic_worksheet.docx | |
File Size: | 13 kb |
File Type: | docx |
optic_analysis_-_sample.pdf | |
File Size: | 43 kb |
File Type: |
enriques_journey_reading_assignment_1.docx | |
File Size: | 13 kb |
File Type: | docx |