Return to Sender

Diversity Book
Author: Julia Alvarez
Copyright: Julia Alvarez, 2009
Publisher: Alfred A. Knopf, an imprint of Random House Children's Books, a division of Random House Inc., New York

Reading Level:
     Ages: 10 and up
     Grade Level Equivalent: 5.6
     Lexile Measure: 890L

Five words/phrases to describe the book:
Bravery, survival, enlightening, friendship, morality and right versus wrong

Suggested Delivery: Read aloud

Summary: Tyler is an eleven-going-on-tweleve year old that lives on a farm with his family in a small town in Vermont. After his father is injured in a farming accident, his family is faced with a difficult decision: either hire Mexican workers to help save their farm, or shut down the farm for good. Because the farm has been in their family for years, they decide to hire Mexican workers to help with the farm chores. They come to live on the farm, along with three little girls, who Tyler sparks a particular interest in. Tyler is having a hard time understanding why the Mexicans are there, and wonders if they're legal or not. As his friendship grows with Mari, the oldest daughter, he realizes her struggle of being proud of her Mexican heritage, but loves living on the farm with Tyler's family. With Mari's family living in constant fear of being discovered by the police, Mari and Tyler start a friendship that proves to last through anything. This heartwarming novel tells the story about immigration through the eyes of the immigrants, as well as the American employers, and shows readers the struggles and hardships they must endure.

Vocabulary:
1) Migrants (page 6)
2) Extraterrestrials (page 15)
3) Deport (page 18)
4) Serpents (page 27)
5) Converse (page 34)
6) Reluctance (page 42)
7) Stave (page 47)
8) Piddly (page 52)
9) Raid (page 59)
10) Immigration (page 61)
11) Malady (page 69)
12) Remorse (page 86)
13) Stellar (page 91)
14) Alms (page 102)
15) Vehement (page 119)
16) Culpable (page 121)
17) Oppressed (page 160)
18) Premises (page 187)
19) Treason (page 188)
20) Vigilant (page 239)
21) Solemn (page 245)
22) Welter (page 257)
23) Coalesces (page 263)
24) Exemplary (page 282)
25) Incarnations (page 302)

Electronic Resources:

Julia Alvarez - This is Julia Alvarez' official website. Of all the author's websites I've seen so far, this is one of the more impressive ones. It is easy for both students and teachers to navigate, with a menu going down the side of the page. Viewers can learn more about the author, her books, news regarding her and her books, appearances she will be making, and a few other little surprises that readers will love. By clicking on the Return to Sender portion of the website, the author provides her motivation for writing the novel, resources for teachers to use with her book, and awards the book has received. This website is very informative and a great resource for all.

Book Trailer - This is a short, 2 minute video that introduces the book to readers prior to reading. This video is great to catch readers' attention and make them want to read the book to find out what happens to Mari and her family, as well as Tyler and the fate of his family's farm. Using this video as an introduction to the novel gives students an idea of what the book will be about and some of what to expect while reading.

Comprehension Strategies:
Before: Because Mari and her father and uncles are from Mexico, they use a lot of Spanish words integrated into their English sentences throughout the novel. This may be confusing for fifth or sixth graders because they may not have been exposed to another language yet. Therefore, have students as a class with the teacher's guidance do a Spanish vocabulary search. Using a Spanish/English dictionary, and the internet, have students find meanings for the Spanish words provided below. The teacher will make a class master list to put up next to their "reading area" where this book will be read to the class so that students can refer to it if they do not understand the Spanish words being used.
Spanish Vocabulary: Tío, papá, mamá, dinero, bueno, señora, gringo, por favor, abuelita/abuelito/abuelota/abuelote, coyote, patrón (patrones), la migra, quinceañera, hermanita, familia, hola

During: This is a very long book, with very long chapters that students can get lost in if they are not paying attention, which is why I suggested it be delivered through a read aloud. Therefore, after each chapter is read aloud by the teacher, have students write a brief summary in their journals about the chapter that was just read. Therefore, students will have a collective summary if they forget something that happened once we get further into the book.

After: Have a group discussion with the class. In the book, Tyler faces a moral dilemma of whether to support his family in hiring the Mexicans to save their farm, even though he knows they're illegal, or to not support them because he knows it is illegal and hates that he is breaking the law. The class discussion should center around the question, "What would you do?" Have each student put themselves in Tyler's shoes. How would they feel if they were in his position and why?

Writing: Throughout the novel, Mari writes letters to inform family members of what has been occurring, and to just get her feelings out, since she feels as if she has no one to talk to. She mainly writes letters to her mother who has been taken hostage by coyotes, or to her family back in Mexico. Have students write a letter to a loved one that they miss. This person can be someone who has passed, someone who is no longer in their lives, or who they simply haven't seen in a while.

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