In the novel Return to Sender, students explore the complexity of immigration and stereotypes, and interpret how authors highlight different characters' perspectives.
In this unit, students begin to explore the complexity of immigration and immigrant rights by reading the core text Return to Sender. Through the eyes of two children, Return to Sender highlights the challenges of life for Mexican laborers in Vermont and the way in which stereotypes about undocumented workers are formed. Through the eyes of Tyler, the farm owner’s son, students witness the internal struggle surrounding what makes something right or wrong, particularly in regard to if the family should hire undocumented workers even though without them the beloved family farm would need to be sold. They also see how the stereotypes Tyler believes about Mexican workers are broken down through his relationships with the Cruz family. Through the eyes of Mari, the daughter of an undocumented worker, students witness the daily challenges and barriers undocumented workers face in the fight for a better life and future. As Tyler and Mari develop a friendship, readers are pushed to think critically about the arguments on both sides of the debate surrounding Mexican and other laborers in Vermont, and the way in which friendships across lines of difference can help dismantle stereotypes.
It is important to note that the scope of this unit is intentionally narrow. Immigration, particularly undocumented immigration, is an incredibly complex issue. This unit serves as an entry point. It is our hope that this unit begins to humanize a controversial topic and inspires students to question things beyond their own world and fight for their own view of what is right. To build a deeper understanding of the nuances and history of migrant workers in the United States, we recommend that this unit is paired with the social studies unit on Cesar Chavez and the migrant workers’ fight for justice and equity.
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Book: Return to Sender by Julia Alvarez (Yearling, 2010) — 890L
Video: “Mexican Migrant Workers and Vermont Dairy Farms” (The Golden Cage Project)
Video: “No Human Being Was Born Illegal (NIOS)” (Not in Our Town)
Video: “Under the Cloak of Darkness” (Bjorn Jackson, 2015)
Article: “Why Stereotypes Should be Avoided” by ThoughtCo.com, adapted by Newsela staff (Newsela)
Resource: Recommended Texts for Independent Reading (Grade 5 Unit 3)
See Text Selection Rationale
These assessments accompany this unit to help gauge student understanding of key unit content and skills. Additional progress monitoring suggestions are included throughout the unit.
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“Why Stereotypes Should be Avoided” — 950L version
RI.5.1
SL.5.1
Explain what stereotypes are and why stereotypes should be avoided.
“Under the Cloak of Darkness”
W.5.1
SL.5.1
SL.5.2
Describe the conditions for migrant workers in Vermont.
Return to Sender pp. 3 – 16
RL.5.3
Explain what happens in the chapter that Tyler doesn’t fully understand.
Return to Sender pp. 17 – 22
RL.5.3
Explain how the letter helps a reader better understand Mari and her relationship with her family.
Return to Sender pp. 23 – 36
RL.5.2
RL.5.3
Defend if hope and fear play important roles in Mari’s life.
Return to Sender pp. 39 – 57
RL.5.3
Explain what the events of the chapter suggest about Tyler.
Return to Sender pp. 58 – 72
RL.5.2
RL.5.3
Describe what happens on the bus and how the incident influences Mari and Tyler.
Return to Sender pp. 92 – 106
RL.5.2
RL.5.3
Defend if all members of the family have equal amounts of hope and fear.
Discussion
Return to Sender pp. 1 – 102
RL.5.2
RL.5.3
SL.5.1
Close-read a text in order to determine the challenges of being an undocumented Mexican laborer.
Writing
W.5.1
W.5.1.a
W.5.1.b
W.5.1.c
W.5.1.d
W.5.9.a
Outline a multiple-paragraph essay to describe what life was like for undocumented workers.
Return to Sender pp. 121 – 136
RL.5.2
RL.5.3
Explain what happens to Tio Felipe and how Mari and her family respond.
Discussion & Writing
Return to Sender pp. 121 – 136
RL.5.2
RL.5.3
RL.5.6
SL.5.1
Compare and contrast Mari and Tyler by comparing and contrasting two or more characters in a text.
Writing
Return to Sender
RL.5.3
W.5.1
W.5.1.a
W.5.1.b
W.5.1.c
W.5.1.d
W.5.9.a
Write a multiple-paragraph essay comparing and contrasting Mari and Tyler.
Return to Sender pp. 139 – 155
RL.5.2
RL.5.3
Analyze and defend if Tyler and Mari are developing a true friendship.
Return to Sender pp. 1 – 178
RL.5.2
RI.5.1
SL.5.3
SL.5.4
SL.5.5
Close-read a text to determine what traditions are important in Mexican culture and explain how they help bring the Cruzes and the Paquettes together.
Return to Sender pp. 181 – 194
RL.5.2
RL.5.3
Describe what motion is proposed at town meeting and analyze how different members in the community respond and why.
Return to Sender pp. 213 – 226
RL.5.2
RL.5.3
Summarize what the coyotes are demanding and what impact this has on Mari and her family and the Paquettes.
Return to Sender pp. 227 – 246
RL.5.2
RL.5.3
Summarize the key events from Mari’s letter.
Return to Sender pp. 249 – 263
RL.5.2
RL.5.3
Defend if Tyler has changed and if he truly understands Mari.
Return to Sender pp. 264 – 280
RL.5.2
RL.5.3
Summarize what happened to Mari’s parents and compare and contrast Mari’s response with other members of the Cruz and Paquette family.
Return to Sender pp. 281 – 296
RL.5.2
RL.5.3
Analyze if Mari is a brave and noble young lady.
Discussion
Return to Sender
RL.5.2
RL.5.3
SL.5.1
Close-read a text in order to determine the challenges of being an undocumented Mexican laborer.
Writing
W.5.1
W.5.1.a
W.5.1.b
W.5.1.c
W.5.1.d
W.5.9.a
Write a multiple-paragraph essay to describe what life was like for undocumented Mexican laborers and their families.
Return to Sender pp. 299 – 318
RL.5.2
RL.5.3
Defend if Stars and Swallows is the right name for the farm.
Discussion
Return to Sender
RL.5.2
RL.5.3
SL.5.1
Compare and contrast Mari and Tyler and the way their relationship impacts both of their lives by stating a theory and supporting it with evidence from the entire text.
Writing
RL.5.3
W.5.1
W.5.1.a
W.5.1.b
W.5.1.c
W.5.1.d
W.5.9.a
Write a multiple-paragraph essay comparing and contrasting Mari and Tyler.
Discussion
All unit texts
RL.5.2
RL.5.3
SL.5.1
SL.5.2
Analyze and debate unit essential questions using details and understandings from the entire unit.
Assessment
3 days
Opinion Writing
Return to Sender
W.5.1
W.5.1.a
W.5.1.b
W.5.1.c
W.5.1.d
L.5.1.e
Write an opinion piece defending if Mari and her family should have been allowed to stay.
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