Educator Guide for Mani Semilla Finds Her Quetzal Voice by Anna Lapera

 
 

Synopsis

Life sucks when you're twelve. You're not a little kid, but you're also not an adult, and all the grown-ups in your life talk about your body the minute it starts getting a shape. And what sucks even more than being a Chinese-Filipino-American-Guatemalan who can't speak any ancestral language well? When almost every other girl in school has already gotten her period except for you and your two besties.

Manuela “Mani” Semilla wants two things: To get her period, and to thwart her mom's plan of taking her to Guatemala on her thirteenth birthday. If her mom's always going on about how dangerous it is in Guatemala, and how much she sacrificed to come to this country, then why should Mani even want to visit?

But one day, up in the attic, she finds secret letters between her mom and her Tía Beatriz, who, according to family lore, died in a bus crash before Mani was born. But the letters reveal a different story. Why did her family really leave Guatemala? What will Mani learn about herself along the way? And how can the letters help her to stand up against the culture of harassment at her own school?

 

About the Author

Anna Lapera teaches middle school by day and writes stories about girls stepping into their power in the early hours of the morning. She is Pushcart prize nominee, a Tin House and Macondo Writers Workshop alumni, a member of Las Musas and a past Kweli Journal mentee. When she’s not writing, you can find her visiting trails and coffee shops in Silver Spring, Maryland, where she lives with her family. Mani Semilla Finds Her Quetzal Voice is her debut novel, and she’s currently working on a historical fiction young adult novel set during Guatemala’s civil war, as well as a short story collection for the grown folks. 

 

About the Educator Guide Creator

Lesley Younge is a graduate of Bank Street College of Education who currently teaches middle school English in Washington D.C.  Lesley is also a writer and the author of two books for young people: Nearer My Freedom and A-Train Allen. She blogs and shares resources on teaching and writing at teacherlesley.com.

Before Teaching Reflection Questions and Activities

  • This book intentionally centers empowering messages about the female body and documents the wide range of experiences women and girls have. It touches on topics such as female anatomy, menstruation, sexual harassment and abuse, and femicide. Reflect on your own comfort with these topics and that of your students. What tools and supports might you need to read and discuss them with students? What tools and supports might students need to read and discuss them with each other?

  • This book discusses the global issue of femicide as it impacts the protagonist, Mani, her family, and their home country of Guatemala. What information might you and your students need to approach and discuss this subject?

  • This book is about a multi-racial bilingual character, her family, and her community. The text includes words and phrases in Spanish. Reflect on whether this might be a mirror, window, or sliding door for your students. How might this bring connection and joy to students who speak Spanish? What support might students need if this is a new experience for them? How might the audiobook be helpful during both in class and independent reading?

  • Video on Rudine Sims Bishop and Mirrors, Windows and Sliding Glass Doors: https://www.youtube.com/watch?v=_AAu58SNSyc

  • The Quetzal bird is a powerful symbol throughout the book. Research The Resplendent Quetzal to find out more about this sacred and endangered species.

  • There are several references to female music artists from North and Central America, including Chaevela Vargas, Rebeca Lane, and Audry Funk. For a richer reading experience, share biographical information, make a playlist of songs by these artists, and read their lyrics. This is an excellent opportunity for group research work and cross disciplinary collaboration with foreign language teachers.

 

Pre Reading Discussion Questions and Activities

  • Have students look at the cover and make a list of what they see including colors, shapes, people, and objects. What do the images bring to mind? How does it make them feel?

  • Read the book blurb and author blurb on the inside covers. What do students now know about the book and author? What do they wonder?

  • Learn more about the author at www.annalaperawriter.com.

  • The primary setting for this book is a middle school. What are some of the experiences students predict the characters will go through?

  • This book features students who are passionate about social justice. What are some social justice issues that students have studied or care about? Have they ever taken action to address them? If so, what was their experience? If not, what can they imagine doing to address the issue?

 

During Reading Comprehension Questions

Use these text based questions during whole class or literature group discussions. Encourage students to support their claims with textual evidence.

 

Topics and Themes

Notice and mark where the characters and plot events reveal thematic messages about these topics. How are they explored and developed over the course of the book?

 

The rights of girls and women

Speaking up

Growing up

Teamwork, allyship, and collective action

Family history

Empowerment and social justice

Secrets

Feminism

Memory

Leadership

Friendship

School culture and safety

Chapters 1-10

  • Mani comes from a multi-racial and ethnic family. How does her diverse heritage shape her perception of self?

  • From Mani’s perspective, why is being twelve hard? What does she want most and why?

  • Mani’s teacher frequently mispronounces her name. What impact does that have on her?

  • Mani’s family frequently compares her to the Quetzal. What has she been told about this native Guatemalan bird?

  • Who are Las Nerdas? What does Mani admire about each of her friends?

  • Words are powerful in middle school. What are some examples of ways that students use words to hurt and help one another?

  • Why does Mani get in trouble during her health lesson? Was this fair? Why or why not?

  • On the bus, there are many instances of rude behavior and abuse. What factors make this rude behavior and abuse possible?

  • What does Mani find in the attic? What does it reveal about her family?

  • When confronted by Mr. Jones, A’niya does not “shrink”. What does Mani mean by this? Why does it impress her?

  • What do Las Nerdas learn from Lani? How does it inspire them?

  • Mani lets Las Nerdas down in a big way. What does she do?

  • Why is winning the Speak Up contest so important to Mani?

  • What messages does Mani receive about the way girls should dress from her teachers? Her mother? How do those messages make her feel?

  • What does Mani learn about her mother through her mother’s songs? What does Mani still wonder?

  • Writing Craft Talk: Notice the way the author uses richly descriptive similes to develop Mani’s character and voice. What comparisons are made? What do they reveal about Mani and her perspective?

 

Chapters 11-20

  • Why does Mani appreciate her grandmother’s memories of Guatemala?

  • What does CC show Mani in the attic? What other surprising fact does CC reveal?

  • In one of the letters, Tía Beatriz wrote “I learned to turn my rage into power”. What reactions do Mani and CC have to this statement? Why might each of them react this way?

  • What classroom events lead to Mani connecting with Genesis and inviting her into Las Nerdas?

  • Mani’s friend Kai accuses her of not being a “doer”. Why does Kai think and say this about Mani? How does it make Mani feel?

  • A turning point for Mani is being violated on the bus. What happens between her and Corey? How do bystanders make it worse? How does Mr. Dupont’s reaction make it worse? How does her mother’s reaction make it worse?

  • What does Mani tell herself to make sense of what was done to her? Where does she get the words from?

  • What role does social media play in the harassment going on at Mani’s school?

  • What is the real reason CC has left her college?

  • What events in her life have had an impact on Mani’sManuela’s feelings about the Spanish language?

  • How does Mani support Genesis when she gets her period during class? What does her concern for Genesis’s lack of information lead her to do? What is the result?

  • As she researches Berta Cáceres with her group, what does Mani realize about the struggles of women in places like Guatemala and Honduras and what she is going through?

  • Why does Mani feel betrayed by CC?

  • Why does Mani have such a hard time believing her mother was an activist and feminist back in Guatemala?

  • Who does Mani write to and why? What does she say?

  • Writing Craft Talk: Notice how the author uses the chapter titles to develop tone and tension. What concerns of Mani’s are revealed as her departure date grows closer?

 

Chapters 21 - 32

  • Why are Mani and A’niya unable to file an sexual harassment report with the school administration?

  • In what ways is Mr. Robertson’s response an example of “victim blaming”? What is the negative impact of his response?

  • How is this harmful message reinforced at the town hall meeting?

  • What action does Mani take at the town hall? What mistake does she make? What does she promise to do?

  • What does Mami reveal about why she left Guatemala?

  • What is the significance of the event in Guatemala that Mami has been planning to attend with Mani?

  • Why does Mami decide to let Mani choose whether to go to Guatemala or to prioritize the Speak Up contest?

  • What social justice issue is Genesis passionate about? What choice does she make? How does Mani react?

  • How do Mani’s classmates respond to the opportunity to tell their stories?

  • What is the significance of the gift Mami gives Mani for her birthday?

  • Mani uses strategies from the tradition of nonviolent social action. Such strategies seek to disrupt the status quo and gather support from a large group of people. Using events from the book as evidence, why are such strategies effective at making social change?

  • What two important developments happen to Mani during the protest? How are they connected?

  • Why does Mami choose to miss the ceremony in Guatemala?

  • In what ways do Mani and Mami better understand each other after the protest?

  • Have students make predictions about Mani’s experience visiting Guatemala for the first time. Will the things she was worried about happen? What else might she experience?

  • Writing Craft Talk: How did the use of first person point of view impact the story? What does it allow the reader to see? What can the reader not see as clearly? How does the author show readers the actions, thoughts, and feelings of other characters?

     

Post Reading Discussion Questions and Activities

Reflect and Connect

  • Mani has a lot of ideas about what it means to be a woman. What does she realize by the end of the book? What do students think it means to actually be an adult?

  • The primary setting of Mani’s story is her school. What parts of her middle school experience can students relate to? What is different from their experience? What common challenges do many middle school students face?

  • What factors contributed to the culture of sexual harassment at Mani’s school? What steps could Mani’s school take to address the root causes and ensure safety for everyone?

  • Mani has mixed feelings about Guatemala based on her family’s history. Why might our connections to certain places be complicated? What places do students long to return to? Where might they be more hesitant to go? What can be the benefit of going somewhere even if we feel uncertain?

  • Mani realizes that she is shaped by the experiences of her mother and aunt in Guatemala and she lets their stories inspire her. In what ways do students feel their lives have been influenced by the past and their families' stories?

  • How is Mani influenced by the music around her: Abuelita’s singing, Mami’s songwriting, and the artists CC plays? What makes music a powerful tool for activism?

  • CC tells Mani, “Feminism doesn’t look the same everywhere”. Ask students to make a list of different forms of feminism seen throughout the novel. What additional examples can they think of?

  • Author Anna Lapera has said that she set out to write “a period story”. Why might it be important to tell stories about menstruation and talk about this common female experience in a more public way?

  • Throughout the novel, Mani tries to find the courage to speak up. What makes speaking up hard? Why is it so important?

  • Mani learns that her voice is powerful and that it can be used to make change in the world. She also learns that using her voice unskillfully can hurt other people. What does it mean to use our voices responsibly?

  • Mani’s protest is an example of student-initiated action. She does not wait for adult permission, guidance, or participation to take action. In what ways was this effective? What were the challenges of going this route?

  • Throughout the book, Mani tries to understand the saying “Primero una voz y luego seremos millones”. Have students translate this saying into their primary language. What does this saying mean to them? What aspects of Mani’s story bring this idea to life? Where in their own lives have they seen one voice become many?

  • The word semilla means “seed”. Mami often sings about seeds. CC calls Mani, Maní, meaning peanut, a type of seed called a legume. What might the motif of seeds symbolize in this story?

Research and Take Action

  • Mani learns about many ways school policies negatively impact the experiences of girls including education loss due to a lack of information, supplies, and support for menstruation. There were also many challenges to reporting sexual harassment and disproportionate consequences for male and female students. Have students assess their own school policies around these issues for potential positive and negative impacts. What policies are currently in place to address these issues? What might require more discussion and change? Have students write letters expressing concern or appreciation for the policies that affect them.

  • There is a strong connection between music and protest. Why might this be? Have students explore the artists mentioned in the book and make connections to the music of other historical protest movements such as the Civil Rights movement and demonstrations against the Vietnam War. Have students make a protest playlist that inspires them.

  • Getting one’s first period can be a cause for celebration in many cultures. Have students research how different groups around the world positively recognize this occurrence. If comfortable, students might share rituals from their own cultures and families. Discuss ways to change perceptions of menstruation through celebration, if there is currently more stigma or secrecy attached.

  • Femicide is a global issue. Have students research the many ways women around the world are working to address this issue and create safety for one another.  In what ways might this issue impact students and their families? How is collective action taking place on a local level where students live? Have students brainstorm ways to share information and take action on this issue.

  • One of author Anna Lapera’s inspirations was a legend she read where the Quetzal would not sing until Guatemala was free. She then wove this legend into the plot as a symbol of Mani’s voice. Have students research other legends and folktales about the Quetzal and share those stories through the visual or performing arts.

  • Many of the most effective campaigns for change have been led by young people and students. Have students research effective youth led movements and then present, record podcasts, or make videos highlighting historical and modern day examples

  • We all have spheres of influence. The Speak Up contest was an opportunity for Mani and her classmates to identify, research, and plan collective action for issues that they cared about. Plan a Speak Up project where students research and develop an action plan for an issue that concerns them. Challenge them to connect with an organization already involved in taking action or to create a social media, fundraising, or legislative advocacy project of their own.

  • There are many opportunities to celebrate and bring attention to the history and experiences of women and girls. Here are some opportunities to lift up their stories.

    • March is National Women’s History Month in the United States

    • March 8 is International Women’s Day

    • October 11 is International Day of the Girl

    • November 25 is International Day for the Elimination of Violence against Women

Additional Resources:

 

On teaching Central America

 

On protest and nonviolent social action

 

On violence against girls and women

 

On celebrating girls and women:

On musical artists referenced: