Dancing Home

Dancing Home
Nacer Bailando

Watch Video: Alma Flor Ada and Gabriel Zubizarreta dis­cuss their inspi­ra­tion for writ­ing Danc­ing Home.

Book Reviews

San José Pub­lic Library

In alter­nat­ing chap­ters, the authors tell the story of two cousins Mar­garita, known as Margie to her school friends, and Lupe. The two girls are the same age, Lupe was born and raised in Mex­ico, until Margie’s par­ents arranged for her to come to live with them and go to school with Margie. Margie’s grand­par­ents were all from Mex­ico, but she was very proud to have been born in Texas. She con­sid­ered her­self to be a true Amer­i­can… Read more »

School Library Journal

Gr 3–6–Margie is proud to be an Amer­i­can, born in the United States. Her par­ents were born in Mex­ico and so was her cousin, Lupe, who has come to stay with Margie’s fam­ily in Cal­i­for­nia. At first Margie is excited, but that enthu­si­asm dis­si­pates when Lupe is placed in her class­room. She doesn’t speak Eng­lish, and Margie’s teacher expects her to trans­late for her. A cou­ple of class­room bul­lies seem bent on belit­tling the cousins’ her­itage. Margie is relieved when Lupe is trans­ferred to a bilin­gual class, leav­ing a desk near her for the newest class­mate, Camille. The girls become great friends. When they’re given a jour­nal assign­ment, Camille mod­els what it’s like to have a pas­sion as she thinks, researches, and writes about dol­phins. Lupe stays after school to learn folk­loric dances, and the book con­cludes with a per­for­mance that helps Margie under­stand how Amer­i­can she is and how her Mex­i­can her­itage fits into her iden­tity. This story will assist read­ers in embrac­ing their own her­itage and devel­op­ing an appre­ci­a­tion for their class­mates’ back­grounds. It’s an enjoy­able offer­ing (and a great read-aloud) that will cap­ture read­ers’ atten­tion and have them root­ing for the cousins and their friend­ships and fam­ily rela­tion­ships. A Spanish-language edi­tion, Nacer Bai­lando, is avail­able simul­ta­ne­ously.
–Helen Fos­ter James, Uni­ver­sity of Cal­i­for­nia at San Diego

Book­list

Ten-year-old Margie has spent her entire life try­ing to fit in—to pass as an American—despite the fact that her par­ents were born in Mex­ico. Then, her Mex­i­can cousin Lupe comes to live with them, and her plan goes awry. At first, she resents Lupe for her for­eign ways and for monop­o­liz­ing her par­ents’ atten­tion; later, she comes to love Lupe as a sis­ter and appre­ci­ate the Mex­i­can part of her her­itage. Margie begins to mas­ter Span­ish, enjoys cel­e­brat­ing Navi­dad, and par­tic­i­pates in a Cinco de Mayo folk­lorico dance at school. Ada, the author of many mul­ti­cul­tural titles, includ­ing Tales Our Abueli­tas Told: A His­panic Folk­tale Col­lec­tion (2006), and Zubizarreta write know­ingly of the dif­fi­cul­ties of a life lived in two cul­tures. A sub­plot involv­ing Lupe’s father (who came to Amer­ica ille­gally and later aban­doned his fam­ily) is also well han­dled, as is the inclu­sion of a Ruben Dario poem, “To Mar­garita.” Give this to fans of Pam Muñoz Ryan’s Esper­anza Ris­ing (2000) and Becom­ing Naomi Leon (2004).

Kirkus Review

Two cousins, one born in Texas and the other in Mex­ico, learn the impor­tance of fam­ily and friend­ship. As an only child liv­ing in Cal­i­for­nia with her Mexican-American par­ents, Margie Ceballos-González is proud to be Amer­i­can. Every­thing changes when her cousin Lupe González leaves her mother, step­fa­ther and half-brothers in Mex­ico to live with Margie and her par­ents. Years before, Lupe’s father had moved to the United States for work and then dis­ap­peared. Margie and Lupe are both in fifth grade at the same school, and Lupe’s pres­ence imme­di­ately draws exactly the sort of atten­tion Margie has been try­ing to avoid. At home, she finds her­self com­pet­ing for atten­tion as her par­ents wel­come Lupe with Mex­i­can foods and Span­ish con­ver­sa­tion. Sens­ing her cousin’s dilemma, Lupe finds ways to help Margie appre­ci­ate their shared Mex­i­can her­itage. Margie thaws, even real­iz­ing the beauty of her name, Mar­garita, which came from one of her mother’s favorite flow­ers, the daisy. The third-person nar­ra­tion shifts its focus gen­tly from girl to girl, allow­ing read­ers access to their thoughts and feel­ings. The authors also con­nect Nicaraguan poet Rubén Darío’s “A Mar­garita” to the story, and the full poem fol­lows the novel in both Span­ish and English.

Although some­times wise beyond their years, Margie and Lupe will charm read­ers as each girl strug­gles for belong­ing and accep­tance in this real­is­tic novel. (Fic­tion. 8–12)

Buy it from your favorite book­store, order it from Ama­zon, or get per­son­al­ized ser­vice from Del­Sol­Books by email­ing Ray at ray@delsolbooks.com

Library Media Connection

When Margie’s Mex­i­can cousin Lupe comes to live with her fam­ily, Margie’s care­fully con­structed Amer­i­can image is at stake. It’s even worse at home where Margie’s immi­grant par­ents begin speak­ing more Span­ish and form­ing a spe­cial bond with Lupe. But over the school year, Lupe and Margie begin to under­stand the chal­lenges each cousin endures as well as the beauty of their dual cul­tures. The book reflects this dichotomy by using both Span­ish and Eng­lish, dis­cussing hol­i­days cel­e­brated in Mex­ico, and cel­e­brat­ing the arts of Spanish-speaking coun­tries. A poem by Nicaraguan poet Rubén Darío holds spe­cial mean­ing for the girls and is included in both lan­guages. While the delib­er­ate moral mes­sages of accep­tance and indi­vid­u­al­ity are expressed didac­ti­cally, Ada and Zubizarreta tackle impor­tant top­ics includ­ing immi­gra­tion, bilin­gual edu­ca­tion, and bul­ly­ing. This book will speak inti­mately to read­ers strad­dling dif­fer­ent cul­tures and grap­pling with what it means to be an Amer­i­can. –Kasey Gar­ri­son, Library Sci­ence Doc­toral Stu­dent, Old Domin­ion Uni­ver­sity, Nor­folk, Virginia

From blog Real Dis­cover Grow

Explo­rations of iden­tity always cap­tures my atten­tion. I first noticed this in col­lege, and since then I have real­ized that regard­less of the tar­get audi­ence, I am always fas­ci­nated by the jour­ney. Nat­u­rally, when I first heard about Alma Flor Ada and Gabriel M. Zubizarreta’s mid­dle grades novel Danc­ing Home, I knew that even­tu­ally I would just have to read it.

Alma Flor Ada is well-known and respected as an author and edu­ca­tor, and she co-wrote this book with her son. In the book Margie’s life is in flux. Her cousin from Mex­ico has just come to stay with her fam­ily, prompt­ing boys in her school to once again tease her about her full name, say­ing, “Maaaar­gaaaa­reee­taaaa,” mul­ti­ple times. As a result Margie decides tries to avoid being seen with her cousin. How­ever, her pres­ence makes it hard to con­tinue ignor­ing her Mex­i­can roots that she has worked so hard to deny, and she starts to won­der what it really means to be Amer­i­can and if it is pos­si­ble to honor both “her” cul­ture and her parents’.

As Margie is ques­tion­ing the book shares plenty of insights into her inquiry and real­iza­tions as the novel pro­gresses. Par­al­lel to Margie’s story, we also learn about her cousin Lupe and her own strug­gles deal­ing with her father’s aban­don­ment and the shifts in her own fam­ily dynam­ics back in Mex­ico, as well as find­ing her place in a new country.

The novel is told in third per­son but mostly sticks to the girls’ thoughts and plot lines. As can be expected, both girls gain a bet­ter sense of under­stand­ing as the novel pro­gresses, allow­ing for a nice dis­cus­sion starter or indi­vid­ual dia­logue related to empa­thy. The book also sprin­kles in Span­ish phrases here and there, some­thing that I always love. It also incor­po­rates a class writ­ing assign­ment, prompt­ing inquiry, as well as a nat­ural inclu­sion of a famous Rubén Darío poem, A Mar­garita with an Eng­lish trans­la­tion, fol­lowed by a trans­la­tion back­ground note at the end of the book. For my dual immer­sion stu­dents, I like that the trans­la­tion note can prompt thought about what is really impor­tant when it comes to trans­la­tion — lit­eral word for word or cap­tur­ing the essence.

For the last three years, I have read Cuando Tía Lola vino de visita (a quedarse) (the Span­ish trans­la­tion of Julia Alvarez’s How Tía Lola Came to (Visit) Stay). In Danc­ing Home, Margie briefly men­tions read­ing the book and mak­ing a con­nec­tion to her life. Just as I was think­ing it was a per­fect con­nec­tion as Miguel is also sift­ing through iden­tity related thoughts think­ing about his Domini­can rel­a­tives and is also orig­i­nally embar­rassed about his aunt who comes to visit from the islands, I was sur­prised to real­ize that link was not made. Rather, Margie thinks about the divorce con­nec­tion when try­ing to under­stand how Lupe must feel. Nonethe­less, the addi­tional clear links are present, and these two texts would be excel­lent to pair together. I think that it would be ben­e­fi­cial to have Danc­ing Home as a read aloud either before or after Alvarez’s book, pro­vid­ing excel­lent oppor­tu­ni­ties to see how dif­fer­ent char­ac­ters nav­i­gate their feel­ings related to identity.

So many pos­si­bil­i­ties for this novel as an edu­ca­tor and a par­ent… Posted by A. Vil­lagómez

From King County Library System

In Danc­ing Home by Alma Flor Ada, young Margie (short for Mar­garita) has worked very hard and long to ensure that her class­mates accept her for who she is, 100% Amer­i­can, born in Texas, noth­ing to do with Mex­ico or cross­ing the bor­der or speak­ing Span­ish. Along comes Lupe, Margie’s cousin from Mex­ico dressed like a fancy shiny doll and speak­ing no Eng­lish. Margie tries to stay as far away from Lupe as pos­si­ble, but all Margie’s efforts to avoid Lupe are squashed when Margie’s teacher assigns Margie the task of trans­lat­ing for and assist­ing Lupe in the class­room. As if it weren’t bad enough that Margie and Lupe have to be linked in the class­room, Lupe will also be stay­ing with Margie and her par­ents in their home and Margie’s par­ents just love Lupe and how she reminds them of their Mex­i­can heritage.

As Margie works to resist the Mex­i­can­ness envelop­ing her, she also begins to uncover the truth about the dif­fi­cult road her cousin has trav­elled in order to be where she is today. Sud­denly Margie doesn’t mind help­ing Lupe adjust to life in Texas as she her­self learns that speak­ing Span­ish and wear­ing fancy organza dresses and danc­ing baile fok­lórico aren’t so bad after all, when they are done with those you love. Alma Flor Ada is a Cuban Amer­i­can award win­ning author. As in Danc­ing Home, Ada’s books for chil­dren often address famil­iar themes of grow­ing up bilin­gual and bicul­tural and the expe­ri­ence of being an immi­grant.
Posted by Jes­sica @ Auburn on August 8, 2012 @ 01:49 PM

Kristi Bernard in GoodReads

Margie has been mak­ing every effort to embrace her now Amer­i­can her­itage. When her cousin Lupe comes to live with them from Mex­ico, Margie finds that she is hav­ing to help Lupe adapt. It isn’t easy since Lupe doesn’t speak Eng­lish very well and is hav­ing trou­ble keep­ing up. Margie is hav­ing to back track to the Mex­i­can her­itage she has been run­ning away from. As Margie lends her­self to fam­ily tra­di­tions and get­ting acquainted with Lupe, by shar­ing Amer­i­can expe­ri­ences and embrac­ing her cul­ture through the eyes of Lupe she begins to bet­ter under­stand her her­itage and its importance.

Ada and Zubizarreta have done an excel­lent job of pre­sent­ing the Mex­i­can cul­ture through the eyes of a child. The emo­tions felt through Margie and Lupe will keep young read­ers turn­ing the pages to see how these two girls cope with change and the chal­lenges it brings. Young read­ers will learn Span­ish terms and their mean­ing. Par­ents, teach­ers and home­school­ers will love shar­ing this won­der­ful cul­ture and the true mean­ing of fam­ily and tra­di­tion. — Kristi Bernard

Eng­lish Read­ing Group Guide

Dis­cus­sion Questions

1. As Margie vis­its the principal’s office in prepa­ra­tion for Lupe’s enroll­ment in her school, she notices a map of North Amer­ica with vivid and bold col­ors for the United States and Canada, yet the part of Mex­ico included is dis­played in a drab, san­d­like color. In what ways does the imagery of the map cap­ture Margie’s feel­ings for her par­ents’ birth­place? What is it about her under­stand­ing of Mex­ico that makes her feel this way?

2. Con­sider the dress that Lupe wears on the first day of school. What does it sym­bol­ize for Lupe? Why does Margie have such a dif­fer­ent reac­tion to it? Why are Margie’s feel­ings so strong? How do you think you would have felt in Margie’s place?

3. Though she is ini­tially hes­i­tant, why does Lupe ulti­mately choose to go to Cal­i­for­nia with her aunt Con­suelo? Lupe “feels like a stranger in her own home”—how is that so? What changes in her home life have pro­moted this shift?

4. Margie really prides her­self with being born north of the bor­der as an Amer­i­can. In your opin­ion, what leads Margie to have such strong feel­ings toward her cit­i­zen­ship? How do you feel about her atti­tude regard­ing her place as a US cit­i­zen? Do you think the place of birth is the only qual­i­fi­ca­tion to be a good cit­i­zen? Why or why not?

5. After work­ing hard to con­vince her mom that rather than long, straight hair, a head full of brown curls is the ideal image of a true Amer­i­can girl, Margie feels jeal­ous of her mother’s inti­macy with Lupe as she assists her niece with brush­ing and braid­ing her hair. In your opin­ion, do you think Margie has a rea­son to be jeal­ous? Why or why not?

6. Explain the sig­nif­i­cance of the title, Danc­ing Home. What events and rela­tion­ships por­trayed in the book are expressed by this title?

7. While dis­cussing her unwill­ing­ness to speak Span­ish in the class­room to assist her cousin Lupe, Margie tells her mother, “But we live in Amer­ica, Mom. This is an English-speaking coun­try. Live in Amer­ica, speak Amer­i­can. That’s what they all say.” Have you heard sim­i­lar state­ments before? Do you speak a lan­guage other than Eng­lish? Does any­one in your fam­ily? What are your feel­ings about being bilingual?

8. How does Margie’s inter­pre­ta­tion of her peers’ atti­tudes toward Mex­ico impact her rela­tion­ship with her par­ents, and with Lupe?

9. Why does Margie feel so dis­ap­pointed that with Lupe’s arrival, the way Margie’s fam­ily has cel­e­brated Christ­mas in the past is put aside to cel­e­brate a more tra­di­tional Mex­i­can Christ­mas? Do you think her par­ents are right to do so? What do Margie and Lupe gain from this hol­i­day experience?

10. Con­sider the vari­ety of set­tings for Danc­ing Home and name the three places you believe to be most impor­tant to the story. Using tex­tual evi­dence from the book, explain why you find them to be sig­nif­i­cant to the story.

11. For what rea­sons do you think Margie feels con­nected to her friend Camille? In what ways are the two of them sim­i­lar? How would you char­ac­ter­ize the rela­tion­ship between the two of them, and how does it change over the course of the novel?

12. Describe Lupe. How does she change through­out the story? Have you ever shared any of her feel­ings? Explain.

13. In what ways does the visit by her uncle Fran­cisco help make Margie more under­stand­ing of the strug­gles faced by Lupe? Fran­cisco failed Lupe in many ways, yet he is finally able to give her a pow­er­ful gift. Do you believe Lupe will ben­e­fit from her father’s mes­sage? Explain your answer.

14. Con­sider the novel’s cover art. In what ways is the image rep­re­sented sym­bolic for the events that tran­spire through­out the course of the book?

15. In your opin­ion, in what ways does Margie’s shift in under­stand­ing of who she is change through­out the course of the novel? In what ways does Camille help Margie bet­ter under­stand and appre­ci­ate her heritage?

16. Do you feel that read­ing this book has given you new insight about what immi­grant stu­dents may expe­ri­ence? About any other issue? Please explain your answer.

17. Using the phrase, “This is a story about …” sup­ply five words to describe Danc­ing Home. Explain your choices.

Activ­i­ties and Research

1. In the course of the novel, read­ers learn that Margie’s grand­fa­ther was part of the Bracero Pro­gram. Using the library and the inter­net, research to learn more about this gov­ern­ment pro­gram, being sure to con­sider how many work­ers par­tic­i­pated, where these farm work­ers pro­vided assis­tance, and what the ben­e­fits and chal­lenges were.

2. In Danc­ing Home, Margie strug­gles when her Amer­i­can Christ­mas is mod­i­fied so that her fam­ily can cel­e­brate a more tra­di­tional Mex­i­can hol­i­day. Using the library and the inter­net, research what the major sim­i­lar­i­ties and dif­fer­ences are between Christ­mas in Mex­ico and Christ­mas in the United States.

3. Make the­matic con­nec­tions. Con­sider the themes of Danc­ing Home: exam­ples include (but are not lim­ited to) fam­ily, friend­ship, sac­ri­fice, and courage. Select a theme and find exam­ples from the book that help sup­port this theme. Cre­ate a sam­ple Life Les­son Chart using the model at: http://www.readwritethink.org/lesson_images/lesson826/chart.pdf.

4. Danc­ing plays an impor­tant role through­out the novel and in par­tic­u­lar, in Margie’s rela­tion­ship with her cousin Lupe. Find out more about folk­lorico dances, being sure to focus on the impor­tance of music, cos­tumes, and their pur­pose for cel­e­bra­tions like Cinco de Mayo.

5. Lan­guage is also a very impor­tant theme in Danc­ing Home. Find out about the lan­guage his­tory in the United States. Which lan­guages were spo­ken in this land before Eng­lish? What are the per­sonal ben­e­fits of speak­ing more than one lan­guage? What are the ben­e­fits for soci­ety when lan­guages are maintained?

6. In Danc­ing Home, part of Margie’s and Lupe’s sto­ries focus on their con­nec­tion and rela­tion­ship with each other and their need to come together as a fam­ily. Con­sider your most spe­cial rela­tion­ships. What makes these indi­vid­u­als so impor­tant? Com­pose a per­sonal jour­nal entry where you share your thoughts, and be sure to answer the fol­low­ing questions:

  • Who are the indi­vid­u­als who mean the most to you?
  • Why are these par­tic­u­lar rela­tion­ships so special?
  • What’s the great­est sac­ri­fice you’ve made for the peo­ple you love?
  • In what ways have the changes you’ve expe­ri­enced in your life affected those to whom you are closest?

Share your writ­ing with the group.

Guide writ­ten by Rose Brock, a teacher, school librar­ian, and doc­toral can­di­date at Texas Woman’s Uni­ver­sity, spe­cial­iz­ing in children’s and young adult literature.

This guide has been pro­vided by Simon & Schus­ter for class­room, library, and read­ing group use. It may be repro­duced in its entirety or excerpted for these purposes.

Span­ish Group Read­ing Guide

Pre­gun­tas para el diálogo

1. Cuando Lupe empieza a asi­s­tir a su escuela, Margie va a hablar con la direc­tora. Mien­tras espera observa un mapa de la América del Norte. Los Esta­dos Unidos y Canadá apare­cen en col­ores vivos, mien­tras que el trozo de Méx­ico que el mapa incluye es de un color de arena sin mucha vida. ¿Refleja este mapa los sen­timien­tos de Margie hacia la patria de sus padres? ¿Por qué? ¿Qué piensa ella sobre Méx­ico que la hace sen­tirse así?

2. ¿Qué sig­nifica para Lupe el vestido que usa el primer día de clases? ¿Por qué reac­ciona Margie de un modo tan difer­ente sobre el vestido de Lupe? ¿Por qué son sus sen­timien­tos tan fuertes? ¿Cómo te hubieras sen­tido tú en el lugar de Margie?

3. Aunque al prin­ci­pio siente muchas dudas, ¿por qué acepta Lupe ir a Cal­i­for­nia con su tía Con­suelo? ¿Cuáles son las causas para que Lupe “se sienta en su propia casa como una extraña”?

4. Margie se siente muy orgul­losa de haber nacido al borde de la fron­tera y de ser por eso esta­dounidense. En tu opinión ¿por qué es tan impor­tante para Margie saber que es ciu­dadana de los Esta­dos Unidos? ¿Qué pien­sas sobre su acti­tud con respecto a su ciu­dadanía? ¿Crees que el lugar de nacimiento es lo único impor­tante para ser un buen ciu­dadano? ¿Por qué pien­sas así?

5. Margie ha luchado por con­vencer a su madre que en lugar del pelo largo y lacio, una cabeza rizada es la ima­gen ideal de una niña esta­dounidense. Pero luego, al ver a su madre cepil­larle y tren­zarle el pelo a su prima, siente celos de la cer­canía entre su madre y Lupe. ¿Crees que los celos de Margie están jus­ti­fi­ca­dos? ¿Por qué?

6. Explica el sig­nifi­cado del título Nacer bai­lando. ¿Qué situa­ciones y rela­ciones pre­sen­tadas en el libro están expre­sadas en este título?

7. La mae­stro le ha pedido a Margie que le traduzca a Lupe en la clase. Cuando Margie con­versa con su madre sobre su imposi­bil­i­dad de tra­ducir, Margie afirma: “ —Pero vivi­mos en los Esta­dos Unidos, mami. En este país se habla inglés. «Si vives aquí, habla inglés» es lo que dicen todos.” ¿Has oído tú a alguien decir algo así? ¿Hablas tú algún otro idioma además del español? ¿Alguien en tu familia habla otro idioma?¿Qué sientes sobre ser bilingüe?

8. ¿Qué efecto tienen las acti­tudes de sus com­pañeros sobre Méx­ico en las rela­ciones de Margie con sus padres y con Lupe?

9. ¿Por qué se siente Margie tan desilu­sion­ada de que a causa de la pres­en­cia de Lupe su familia deje de cel­e­brar las Navi­dades como lo ha venido haciendo y la cel­e­bración tome un carác­ter más mex­i­cano? ¿Crees que sus padres han actu­ado bien? ¿Qué ganan Margie y Lupe de esta experiencia?

10. Con­sid­era los dis­tin­tos lugares que apare­cen en Nacer bai­lando y nom­bre los tres que te pare­cen más impor­tantes para el relato. Uti­lizando las pal­abras del libro, explica por qué te pare­cen impor­tantes para la narración.

11. ¿Por qué razones se siente Margie cer­cana a su amiga Camille? ¿En qué se pare­cen? ¿Cómo describirías su amis­tad y cómo cam­bia a través de la novela?

12. Describe a Lupe. Explica los cam­bios que exper­i­menta a través del relato. ¿Has sen­tido tú alguna vez sen­timien­tos sim­i­lares a los suyos? Explica cuándo y por qué.

13. ¿Cómo con­tribuye la visita de su tío Fran­cisco a que Margie entienda mejor las difi­cul­tades por las que Lupe ha pasado? Fran­cisco le ha fal­lado a Lupe de dis­tin­tas man­eras, pero al fin le da un regalo impor­tante. ¿Crees que Lupe se ben­e­fi­ciará del men­saje de su padre? Explica tu respuesta.

14. Observa la ilus­tración de la cubierta del libro. ¿Cómo rep­re­senta la ima­gen sim­bóli­ca­mente lo que ocur­rirá en la novela?

15. En tu opinión, ¿cómo cam­bia a través de la nov­ela el con­cepto que tiene Margie de sí misma? ¿Cómo ayuda Camille a Margie a com­pren­der y apre­ciar su heren­cia cultural?

16. ¿Sientes que leer este libro te ha hecho com­pren­der mejor la expe­ri­en­cia de los estu­di­antes inmi­grantes? ¿Otros temas? Por favor, explica tu respuesta.

17. Com­pleta la oración “Esta nov­ela trata de…” uti­lizando cinco pal­abras que describan Nacer bai­lando. Explica por qué elegiste cada palabra.

Activi­dades e investigación

1. En la nov­ela se men­ciona que el abuelo de Margie par­ticipó en el Pro­grama de Braceros. Uti­lizando la bib­lioteca y el inter­net busca infor­ma­ción sobre este pro­grama fed­eral. Averigua cuán­tos tra­ba­jadores par­tic­i­paron, en qué lugares tra­ba­jaron estos campesino migrantes, cuáles fueron los ben­efi­cios que pro­por­cionaron y las difi­cul­tades que encontraron.

2. En Nacer bai­lando, a Margie se le hace difí­cil cuando su familia cam­bia el modo de cel­e­brar las Navi­dades y la con­vierte en una cel­e­bración mex­i­cana. Uti­lizando la bib­lioteca y el inter­net inves­tiga cuáles son las seme­jan­zas y difer­en­cias entre los modos de cel­e­brar las Navi­dades en dis­tin­tas partes de Méx­ico y en los Esta­dos Unidos.

3. Establece conex­iones temáti­cas. Con­sid­era los temas de Nacer bai­lando. Algunos ejem­p­los son familia, amis­tad, sac­ri­fi­cio, valen­tía, idioma y cul­tura, aunque los temas no se lim­i­tan solo a estos. Selec­ciona un ejem­plo en el libro que te per­mita desar­rol­lar este tema sigu­iendo este esquema:
TEMA Indica el tema
EVIDENCIA Indica cómo aparece en el libro
SIGNIFICADO PERSONAL ¿Qué sig­nifica este tema para mí? ¿Cómo se rela­ciona con mi vida?

4. El baile juega un papel impor­tante en esta nov­ela espe­cial­mente en la relación entre Margie y su prima Lupe. Busca infor­ma­ción sobre los bailes folk­lóri­cos mex­i­canos, que destaque la impor­tan­cia de la música, los tra­jes, y su papel en todo tipo de cel­e­bra­ciones, que incluyen pero no se lim­i­tan al Cinco de Mayo.

5. El lenguaje es un tema impor­tante en Nacer bai­lando. Inves­tiga sobre la his­to­ria del lenguaje en los Esta­dos Unidos. ¿Qué idiomas se habla­ban en el ter­ri­to­rio que es hoy los Esta­dos Unidos antes que el inglés? ¿Cuáles son los ben­efi­cios per­son­ales de hablar más de un idioma? ¿Cuáles son los ben­efi­cios para la sociedad cuando los idiomas que hablan sus habi­tantes se mantienen?

6. En Nacer bai­lando, parte de la his­to­ria se cen­tra en la relación entre Margie y Lupe y las de ambas con sus famil­iares. Piensa en las per­sonas que son más impor­tantes en tu vida. ¿Por qué son impor­tantes para ti? Com­parte tus sen­timien­tos en tu diario per­sonal. Asegúrate de con­tes­tar estas preguntas:

  • ¿Quiénes son las per­sonas más impor­tantes para ti?
  • ¿Por qué es tu relación con estas per­sonas especial?
  • ¿Cuál es el mayor sac­ri­fi­cio que has hecho por alguna per­sona a la que quieres?
  • ¿Ha afec­tado algún cam­bio en tu vida a las per­sonas cer­canas a ti? ¿Cómo?

Com­parte con el grupo lo que has escrito.

Guía escrita por Rose Brock

Simon & Schus­ter provee esta guía para su uso en aulas, bib­liote­cas y gru­pos de lec­tura. Puede ser repro­ducida en todo, o en parte, para esos usos.