RETURN TO SENDER

Author: Julia Alvarez

Alvarez, J. (2009). Return to sender. New York: Alfred A. Knopf.

Return to Sender is the story of a migrant Mexican family trying to find their way in America. Through their trials and tribulations, they end up on the Paquette family farm in Vermont, where they not only find work but a family that loves them as their own. This a story of heartaches, friendship, family, and heroism. The Cruz family simply wants to work and provide a better life for their family. The Paquette family wants to keep the family farm after a series of unfortunate events. Neither family realizes how much they needed each other.

• Interest Level 6-8th grade• Reading Level 5.6 Lexile 890

SUMMARY

Lesson 1CIVICSLooking at immigration policies in civics class (laws)--civics

SOL Civics CE 3a) describing the processes by which an individual becomes a citizen of the United States;c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court

Have the students research the process of becoming a U.S. citizen: amount of time it takes, the process they must go through, test that must be taken, etc. After research, students are to use prezi to create a presentation explaining the how an individual becomes a citizen of the United States.

Lesson 2

GUIDANCEIn connection with the guidance counselors, create an anti-bullying campaign in your school. Students could break into groups of three of four students and create different formats to reach the student body about the effects of bullying. One group could create a video displaying the different types of bullying and ways to handle it. Another group could aid in setting up a place with in school that students would feel safe to report bullying. One group could create posters or flyers to display around the school supporting the anti-bullying message. Other students could research outside agencies that have anti-bullying programs that could possibly be implemented in school. All projects will be monitored and led by both teachers and the school guidance department.

LANGUAGE ARTSWriting PromptSOL 7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion.

Tyler has difficulty understanding why he can’t tell anyone about the Mexicans his parents have hired to work on the farm. As Tyler discovers “One thing’s for sure. Sometimes in life he will just have to accept stuff he’ll never understand. (p.14). Write about a time in your life when you had to accept you did not understand.

http://www.randomhouse.com/catalog/teachers_guides/9780375858383.pdf

Lesson 3

Lesson 4

ARTSOL 7.20 The student will interpret ways that social and cultural beliefs can influence responses to works of art.

Students will study and learn about Mexican holidays and specifically El Die de Los Muertos (Day of the Dead). After learning about traditions and how they day is celebrated, students will create their own mask in honor of the holiday. Students will use plaster of paris to create the faces and then embellish them with paint, glitter, feathers, tissue paper, etc.

http://greenbayartroom.blogspot.com/2011/10/day-of-dead-masks-5th-grade.html

MUSIC

Judgment and Criticism SOL MS.7 The student will describe performances, live or recorded, using music terminology. 2. Identify music of diverse cultures, including representative composers

Ask students to make a list of the ways the song “La Golondrina” has meaning to Mari and her family and other Mexican people who have family working in el norte. Locate a recording of the song students can listen to. After listening to the song, ask students to write a response to the music and the emotions invoked by the words and music

http://www.randomhouse.com/catalog/teachers_guides/9780375858383.pdf

Lesson 5

Lesson 6

Science SOL LS.10 The student will investigate and understand that ecosystems, communities, populations, and organisms are dynamic, change over time, and respond to daily, seasonal, and long-term changes in their environment.

Students will track the migration of the swallows from Vermont to Mexico. They will look at their reasons for migration, breeding habits, nesting and behavior habits, diet. Once students have a thorough understanding of barn swallows they will a presentation using a tool such as animoto or powerpoint. http://www.allaboutbirds.org/guide/barn_swallow/lifehistory

Lesson 7SOCIAL STUDIESSOL Civics CE.9 The student will demonstrate knowledge of how public policy is made at the local, state, and national levels of government Based on recent immigration reform legislation in the United States, Return to Sender is a timely story about two families torn apart by the current laws. Ask students to form four groups, and ask each group to take a stand on immigration reform after researching the differing views on this increasingly volatile issue. Each group should write and present their own plan to the class as if they are making a presentation to Congress. After each presentation, discuss as a class how the plan, if implemented, would affect Tyler and Mari’s families.http://www.randomhouse.com/catalog/teachers_guides/9780375858383.pdf

Lesson 8Writing

SOL 7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion

Letter writing is very significant in Return to Sender. Mari writes letters to her mother, uncles, grandmother, and to Tyler. It is a way for Mari to express her emotions and communicate with those that she loves. Students should discuss how these letters impacted Mari as well as those who received them. Have students write a letter to a friend or relative that they haven’t talked to in a while. If they choose to, they may send them to them. If the students receive responses from the letters, they may want to talk about how this impacted them.

Lesson 9

Author Study SOL Reading7.9 The student will apply knowledge of appropriate reference materials to produce a research product. a) Collect and organize information from multiple sources including online, print and media.

Students will do an author study on Julia Alvarez to understand how many of her books were influenced. Where was she born and raised? Where did she attend college? What influenced her to become a writer? How many other books has she written? Are there prominent themes present in her books? Once students have thoroughly researched their author, they can create a digital poster through Glogster to share about the author. http://www.juliaalvarez.com/

Lesson 10

Graffiti BoardSOL Art 7.5 The student will communicate information and ideas through illustration

A large piece of butcher paper will be used to create a bulletin board. Throughout the novel, students will have the opportunity to add to the graffiti board. They can include symbols, drawings, quotations, etc. that represent the novel using crayons or markers. Once the novel is finished students will have the chance to explain their contributions and how it connected to the novel.

http://wowlit.org/blog/2010/03/22/living-between-two-cultures-a-digital-literature-discussion-of-return-to-sender-by-julia-alvarez-part-4/

Lesson 11

Culinary ArtsIn the book, Mari talks about how much her Abuelita (grandmother) loved mole. She said that she made the best mole out of chocolate and put it on everything. Students will create their own mole sauce. Students will then use the mole over an already prepared rotisserie chicken. They will have the opportunity to experience authentic Mexican cuisine while also strengthening their skills in reading informational text and practicing math skills.

http://www.foodnetwork.com/recipes/ingrid-hoffmann/chocolate-chicken-mole-recipe.html

Lesson 12

GuidanceIn collaboration with the guidance department, have the students create strategies and an informational packet that the school should use to welcome immigrants to their school. This can be a very uncomfortable transition for students especially if they don’t speak English.

• The packet is designed for a new student’s teachers, counselor, and administrators. This might include a description of the student’s family, home town in Mexico or other country, academic background, and interests.

Lesson 13Multicultural Fair

VDOE view on Cultural Proficiency – knowing how to learn and teach about different groups in ways that acknowledge and honor all people and the groups they represent.

Students will have the opportunity along with their parents to create a display showcasing their heritage. This can include history of the country, art and music, famous people, special dishes prepared for sampling, etc.

This multicultural fair will be a celebration of the differences within the classroom. Both students and parents will have the opportunity to visit the displays of their classmates to learn more about their heritage.

Lesson 14Science/ Astronomy

SOL Science 6.8 The student will investigate and understand the organization of the solar system and the interactions among the various bodies that comprise it.

Tyler’s love for the stars helps bring him peace when he loses his grandfather and is also the bonding force that ultimately bring he and Mari together. Students will learn what a constellation is, and how they are formed. Once students have a basic understanding, they will identify their zodiac constellation. Students will find constellations on a virtual telescope, draw the constellation, and a give a brief description of how it got its name. http://www.stellarium.org/

Lesson 15Cultural Perspectives, Practices, and Products

SI.7 Identify some products of Spanish-speaking cultures, for example, natural and manufactured items, creative and fine arts, forms of recreation, pastimes, dwellings, regionally-specific language, and symbols.

Prior to reading the book, students will be placed into groups to study various aspects of Mexican culture: art, music, symbols, holidays, dancing, history, flag, government. They will then create a display or model to hang in the classroom throughout the novel. They will look for connections in the novel to what they have researched. One example maybe how important music is to Mexican culture. Students could make connections to Uncle Felipe and his guitar Wilmita. Uncle Felipe uses his music to soothe the family from their many woes, and it gives him peace as well.

The following lessons are designed primarily for 7th grade curriculum according the Virginia Department of Education Standards. However, they can be adapted to fit other middle school curriculum. Your will find several cross-curricular activities that will allow for meaningful connections to the book Return to Sender.

Other suggested titles similar to this novel are • Esperanza Rising by Pam Munoz Ryan• First Crossing: Stories About Teen Immigrants• Finding Miracles by Julia Alvarez

• “Coyotes” Smuggle Mexican Immigrants into the U.S.http://www.banderasnews.com/0509/eded-coyote.htm

• The Effect of Illegal Immigration on Public Schoolshttp://www.fairus.org/home

• No Human Being was Born Illegalhttp://www.niot.org/nios-video/no-human-being-was-born-illegal

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