ENRIQUE’S
JOURNEY
THE STORY OF A BOY’S DANGEROUS ODYSSEY TO
REUNITE WITH HIS MOTHER
LESSON 2
Chapters 2 & 3
Sonia Nazario
On the Same Page
2013-2014
Janet Rachel Johns, Ed.D
Reveal one piece of the image at a time.
 Make a prediction of what you believe the
image is based on the evidence presented.
 You may change your prediction with each new
piece of evidence.

On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
 Write
your first response to this photograph.
What are your predictions? Support your
predictions with evidence. Write down a few
thoughts.
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
He jumps to the ground.
His head pounds; it is still swollen from being
battered.
But he is free.
Enrique runs back to the cemetery, a way station for
migrants.
At sunup on any given day, it seems as uninhabited as
a country graveyard.
But the, at the first rumble of a departing train and
the hiss of air from its brake lines, it erupts with life.
Dozens of migrants, children among them, emerge
from the bushes, from behind the ceiba trees, and
from among the tombs. (p. 65)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
 Look
at the image projected.
 Write five questions about the image that
you believe will be answered once you read
the text.
On the Same Page Curriculum 2013, Janet Rachel Johns,
Ed.D. Abriendo Caminos, Migrant Education, Region 11,
PVUSD
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
Impunity is a noun that means …
a)
b)
c)
hostility
liberty
violence
The bandits are so well known and seem to
operate with such impunity that Mario Campos
Gutiérrez, a supervisor with Grupo Beta Sur,
thinks the authorities collaborate. Many of the
bandits, Campos says, are current or former
police officers. (p. 76)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
Wallow is a verb that means ….
a)
swim or wade
b)
flounder or struggle
c)
scream
Coaxes is a verb that means …
a)
carries
b)
persuades or entices
c)
sings
Threshold is a noun that means …
a)
edge or border
b)
illness
c)
difficulty
She is impatient with those who wallow in pity. She coaxes them
past the shelter’s threshold to go the ocean, which most have
never seen. (p. 96)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
Agree/Disagree
1.
2.
3.
4.
5.
Central American governments are responsible for
the migrants who are crossing daily into Mexico and
The United States.
Only the wealthy are capable and willing to help
out those who are poor and in need.
If at first you don’t succeed, try again, and again.
It is important to report gangsters’ violent activities
towards migrants to the local Mexican police.
At the rate of nearly one every other day, the Red
Cross estimates, U.S.-bound Central American
migrants who ride freight trains los arms, legs,
hands, or feet.
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
Chapter 2: Seeking Mercy, p. 45-60
DIALOGUE READ: Narrator, Enrique, Sirenio,
Carlos Carrasco, Lesbia, Townspeople (p. 4546):
1. What has happened to Enrique? How do the
people of Las Anonas, Oaxaca come to his aide?
DIRECTED READING WITH NUMBERED HEADS
2. What is the economic situation of those who
live in Las Anonas? How do you know? (p. 4547)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
3.
4.
5.
6.
What other steps are taken to help Enrique?
Explain your answer? (p. 46-48)
Yet, why does Adan Díaz Ruiz, mayor of San
Pedro Tapanatepec balk at the plight of the
migrants and those willing to help? Do you
agree or disagree with him? Provide evidence.
(p. 47)
What do you learn about the judicial police
from Enrique and the mayor’s driver? (p. 48)
How does Father Rigoni describe the situation
for migrants in Tapachula? Why is the
corruption so difficult to resolve according to
Father Rigoni? (p. 49)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
PERSEVERANCE
7. According to Nazario, what is the situation for
many children traveling north to find their
mothers? (p. 49-50)
JOURNEY MATRIX: IF AT FIRST YOU DON’T
SUCCEED, TRY AGAIN.
Enrique made many several attempts to cross into
The United States. Describe his first attempts.
Summarize each journey, including the hardships
that Enrique has to endure. (p. 50-51) (p. 53-56)
First
Second
Third
Fourth
Fifth
Sixth
Seventh
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
8.
9.
Why is it so dangerous at the border town of
Tecún Umán, Guatemala? What choices does
Enrique make and why? (p. 52-53?)
How does life change for María Isabel with
Enrique’s absence? What decision does she
make? Explain. (p. 55-56)
A MISTAKE
10. Why is Enrique on of the lucky ones according
to Dr. Toledo? (p. 57)
11. Read silently pages 58-60. What do you hear in
the writer’s voice? How does this information
make you feel?
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
Chapter 3: Facing the Beast, p. 61-100
12. What has Enrique learned now on his eighth
attempt to reach el Norte? (p. 61-62)
13. Why does Enrique feel safe in the cemetery?
(p. 63)
14. Why is the cemetery “filled with peril”? (p. 6365)
15. How does Enrique escape? What dangers do
migrants confront? What is your response to
this information? (p. 65-67)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
GETTING ABOARD
16. What passion drives migrants on this journey?
Share some of their stories. (p. 67-68)
17. What dangers do migrants confront boarding
the trains? What are Enrique’s options for
getting aboard? (p. 69-71)
18. For some the train is called El Gusano de
Hierro, or The Iron Worm. For others, El Tren
de la Muerte, The Train of Death, and some call
it El Tren Peregrino, The Pilgrim’s Train. To
Enrique, it is El Caballo de Hierro, The Iron
Horse. Explain each of these names and the
rationale given. (p. 70-72)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
A DREADED STOP
19. How does Enrique manage to escape being
captured by migra agents? (p. 72-73)
Read “A Dreaded Stop.” (p. 72-81)
JOURNAL ENTRY: Write your initial response after
reading this section. Although difficult to read, why are
these facts important for us to consider? What power do
we have to change this horrible situation?
A DECISION
Dialogue Read: Narrator, Maria Isabel, Eva, Karla
20. What is Maria Isabel’s plan? What final decision
does she make? Explain. (p. 81)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
STAYING AWAKE
21.
22.
23.
24.
Describe how gangsters like the Mara Salvatrucha
control the trains in Chiapas? What can migrants do to
protect themselves? (p. 85)
What other dangers do Enrique and migrants confront
daily? How do they struggle to survive? (p. 85-87)
Author Nazario juxtaposes the atrocities committed by
corrupt police and gangters with the incredible
scenery surrounding the train. “The train moves
through a sea of plantain trees, lush and tropical.”(p.
82) “Monarch butterflies flutter alongside, overtaking
his car.” (p. 87) What do you believe the author is
communicating to the reader? Explain your answer.
What does it mean to Enrique and other migrants to
reach the northern state line near San Ramón? (p. 8788)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
DEVOURED
25.
26.
27.
28.
Who would call the train, El Tren Devorador, The Train
that Devours? Explain. (p. 88)
Case studies inform the reader of real people who
have encountered “the beast.” What is Carlos’s story?
(p. 89-90)
CASE STUDY- Olga Sánchez Martínez. Read Olga’s
story (p. 90-96) and prepare a short case study on her
life and work.
Read pages 97-98 about the “general denigration and
humiliation of Central Americans in Mexico.” What are
possible solutions to these atrocities?
OAXACA
29.
How do migrants like Enrique try to pass off as
“Mexican” once they reach Oaxaca? Why do they do
this? (p. 98-100)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
Synonyms or words with similar meanings
 Find the synonym of each underlined
word in the sentence, using the context
to help you find the meaning.
 Write a sentence using the new word.
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
1.
2.
3.
4.
The day’s word is done at Las Anonas, a railside (1)
hamlet of thirty-six families in the state of Oaxaca,
when a field hand, Sirenio gómez Fuentes, sees a
(2) startling sight: a (3) battered and bleeding boy,
naked except for his underpants. (p. 45)
Díaz (4) balks. He is (5) miffed. “This is what they
get for doing this journey,” he says. (p. 47)
When Enrique’s mother left, he was a child. Six
months ago, the first time he set out to find her, he
was still a (6) callow kid. (p. 49)
Now he is a veteran of a (7) perilous pilgrimage by
children, many of whom come looking for their
mothers and travel any way they can. (p. 49)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
5.
6.
7.
8.
Loose tracks (8) flail the train from side to side. (p.
54)
He leaps from the train, flinging himself outward
into the black (9) void. (p. 55)
(10) Arrayed against them is la migra, along with
crooked police, street gangsters, and bandits. (p.
68)
Of the half-dozen checkpoints Enrique has (11)
eluded in southern Mexico, he fears La Arrocera
most…Enrique has (12) defied La Arrocera before.
(p. 73)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
Sonia Nazario, the author of Enrique’s Journey,
uses lots of figurative language in her writing.
Looking at the list of the different styles of
figurative writing, please write what style the
author is using and explain your answer.
1.
2.
Another blow finds the left side of his face. It
shatters three teeth. They rattle like broken
glass in his mouth. (p. 54)
The train cars sway from side to side, up and
down, like bobbing ice cubes. (p. 82)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
Choose one quote below and write in it your
literature log.
 Summarize the main points of the text, rewriting
it in your own words.
 Do you agree or disagree with this quote?
Explain.
 How does this quote apply to you and your life?
 What can we learn from this person’s words?
How can others benefit from this knowledge?

On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD





“If you speak out too much against police corruption,
you wake up with a machete in your back,” says Father
Rigoni. (p. 49)
“God,” she whispers, “grant me one wish. Get Mexican
immigration authorities to catch Enrique and deport
him back to Honduras. Send him back to me.” María
Isabel (p. 56)
Chiapas, he says, “is a cemetery with no crosses, where
people die without even getting a prayer.” Priest at
Migrant Shelter (p. 68)
“No one tells me something can’t be done. Everything
can be cured. Nothing is impossible,” Olga says. Olga
Sánchez Martínez (p. 90)
“God has a plan for you,” she says. “You will learn to
live – in a different way.” Olga Sánchez Martínez (p. 91)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD


You will develop a case study of Olga Sánchez Martínez and
the Shelter of Jesus the Good Shepherd in Chiapas, Mexico.
Refer to the following website for your research:
http://www.alberguebuenpastor.org.mx/index.php/en/do
nations
In Mexico's southernmost state of Chiapas, Olga Sánchez Martínez operates the Shelter
of Jesus the Good Shepherd for migrants injured by the trains. She works for free,
seven days a week, and tries to raise money to provide them with medicine and
prosthesis for lost limbs. (http://enriquesjourney.com/helpphotos.html)
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD





What is Olga’s story?
What do you learn about the shelter after reading
pages 90-96 and perusing the website?
 Where and how it all began?
 Who supported the project?
 What is the purpose?
 Who is served? How are the people served? For how
long?
 What financial support do they receive?
Read a migrant testimony. How is the shelter serving
its clients?
What is the future of the shelter? Explain.
What questions do you still have? What is your
personal response to Olga’s dedication and the work
ofOnthe
shelter?
the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD

In order to understand the social, political and
economic background of Enrique’s Story, it is
important to learn firsthand from primary and
secondary sources of the immigration issue and
to read from various points of view.

“For some journalists, research means sitting at
a computer and surfing Google…For Sonia
Nazario…it means leaving home for months at a
time to sit on top of a moving freight train
running the length of Mexico,” risking her life…
San Francisco Chronicle
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
Dominican School Giving back via
Hosts Mexican
Enrique’s
Human Rights
Journey
Winner
Compare and
contrast two
articles:


Dominican School
Hosts Mexican Human
Rights Winner
Giving back via
Enrique’s Journey
Fill in the matrix
with your
interpretation of
the article.
Summarize the
context of the
article. (Who,
What, Where…)
What is the
author’s
message/point
of view?
Explain.
Do you agree
or disagree
with the
author? State
two reasons.
What is the call
to action?
Explain.
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD
Agree/Disagree
1.
2.
3.
4.
5.
Central American governments are responsible for
the migrants who are crossing daily into Mexico and
The United States.
Only the wealthy are capable and willing to help
out those who are poor and in need.
If at first you don’t succeed, try again, and again.
It is important to report gangsters’ violent activities
towards migrants to the local Mexican police.
At the rate of nearly one every other day, the Red
Cross estimates, U.S.-bound Central American
migrants who ride freight trains los arms, legs,
hands, or feet.
On the Same Page Curriculum 2013, Janet Rachel Johns, Ed.D. Abriendo Caminos, Migrant Education, Region 11, PVUSD