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Read and complete the Student Packet Worksheets for “Chanclas” – “Minerva Writes Poems.”

Pair students up and give them the following “Moving Day” scenario to role-play: One of the students is forced to move out of the home they have lived in for all their life, while the other student is moving into that same home (a dream home).

Advise students to talk to each other about how it might feel to be moving in or moving out. Then, have students switch roles so that the one who was moving out is now moving in, and the one who was moving in is now the person who has to move out.

will explain that there can be more than one perspective in a story. In our exercise, we each had a very different perspective of “Moving Day,” depending on which role, or character, we had. By examining more than one perspective in a story, we can get a better understanding of the whole story. While we usually empathize with one perspective in a story (the main character), by viewing a story from very different perspectives we get the complete picture about what’s happening and why characters act and react the way they do throughout the story.

To compare and contrast different perspectives in a story, I am going to focus on a problem in the story. Then, I will choose two characters that witness or are part of this problem. I will identify evidence for how each character thinks and feels about the problem by looking for information in dialogue, inner thoughts, or actions that express inner thoughts.

Finally, I will analyze how and why these perspectives are similar and different. Previously, we explained how a person’s culture influenced their perspective. Other factors that influence how characters think and feel about some event in a text include gender, parents’ political beliefs, life experiences so far, age, how much money you have, etc. In comparing and contrasting different perspectives in a story, good readers pay attention to why a character feels the way they do about an event, and how this may explain the similarities and differences in perspectives.

I will use the Multiple Perspectives Chart 1 to compare and contrast the perspectives of different characters in “Chanclas.” First, I am going to identify a plot problem— Esperanza’s mother forgets to buy Esperanza new shoes for the baptism to match her new dress. Then, I am going to choose two characters involved in the problem—Esperanza and her mother, since they are the main characters in the story. I will record the problem and the character’s names on the chart. Note:See Multiple Perspectives Example Chart 1 for an example chart.

I will record each character’s thoughts, actions, and feelings surrounding the problem. I see that Esperanza feels embarrassed and self-conscious because she has to wear her brown, scuffed school shoes. I will write Esperanza’s feelings on her side of the chart. Her mother, on the other hand, isn’t bothered that she forgot to buy Esperanza new shoes. I might even guess that her mother perhaps had no intention of buying Esperanza new shoes because she doesn’t apologize for forgetting and she does not seem upset about it. I will record this information on Esperanza’s mother’s side of the chart.

Now I will compare and contrast the character’s perspectives on the problem. I see that the characters have very different perspectives about Esperanza wearing old brown shoes to the party. Esperanza is upset and believes her feet are ugly. Her mother on the other hand is not bothered and believes it is an unimportant detail. Why do they have different perspectives? Esperanza’s mother has probably been to many parties, and she knows that what is most important is to celebrate, dance, and have fun, rather than worry about shoes. Esperanza, on the other hand, is young and insecure. She is still worried about how she looks. I will record this information on the chart.

Ask: "How can I compare and contrast multiple perspectives in a short story?" Students should answer that you identify a problem in a story and at least two characters who witness the problem. Then, you record their inner thoughts and feelings in a text about the problem (by using information in dialogue or the text, or drawing a conclusion based on a character’s actions), and compare and contrast them to each other. Finally, you might think about why these perspectives are different and the same based on the background influences on the characters’ perspectives.

will compare and contrast multiple perspectives on a problem in “No Speak English”—Mamacita moves to America, but she cannot speak English. First, we will identify two main characters in the story: Mamacita and her husband and record their names on the chart. Note:See Multiple Perspectives Example Chart 2 for an example chart.

We will then record each character’s thoughts, feelings, and actions on either side of the chart. We can use text evidence about how the character might feel or think about the problem. For example, Mamacita is sad that she cannot understand or speak English, and she wants to go back home. She becomes hysterical when her son starts to display English speaking skills. Mamacita’s husband, on the other hand, is angry and unsympathetic that Mamacita doesn’t speak English, and he demands that she learns to speak the language.

We will discuss how the characters’ perspectives are similar and different and record this information on the chart. For example, Mamacita is resistant to learning to speak English because she misses home, but her husband is angry that she refuses to learn the language. Why do they have different perspectives? Mamacita may not feel like she chose to travel to the United States. She may feel isolated. Her husband, on the other hand, has been in the U.S. longer and has had to adjust to earn the money to bring Mamacita and the baby to the U.S. He may feel resentful and angry because he worked so hard, and she is miserable and not trying to learn to adapt to the culture.

will gather in groups of three and select two characters who have different perspectives of the problem presented in the short story “Elenita, Cards, Palm, Water.” On your own, you will fill out the Dueling Perspectives Worksheet in your Student Packet for the short story “Elenita, Cards, Palm, Water.” On this worksheet, you will compare and contrast two characters’ perspectives of a plot problem in the story. (See pages 15-16 in the Student Packet.)

After you complete the worksheet, two people in your group will pick a character to role-play. The third person in your group will act as the narrator. You will prepare a presentation in which the narrator will identify the problem for the class, and each character will describe and show his or her feelings, thoughts, and actions about the problem. The narrator will then explain how and why the two characters have different perspectives of the problem. You will have a chance to practice your skit before presenting it to the class.

will gather to watch one group role play the characters, problem, and outcome of “Elenita, Cards, Palm, Water.” After viewing the performance, we will engage in a class discussion. As the reader, which perspective can you relate to the best? How does analyzing both perspectives help you understand the story?