This lesson guides students in an examination of a poet's use of figurative language and word choice to convey themes of belonging and identity. Students will delve into the concept of the unit theme, “Belonging” and the essential question, "In what ways does our need to feel a sense of belonging conflict with our individuality?" Students will write a short essay analyzing the ways in which a poet uses figurative language and word choice to convey the speaker's sense of him/herself as an individual and as someone who feels he/she is not accepted. Image source: "Attain" by Nick Youngson from TheBlueDiamondGallery.com at http://thebluediamondgallery.com/tablet-dictionary/a/attain.html Creative Commons 3 - CC BY-SA 3.0
This two-day lesson focuses on the reading and analysis of “The Circuit” by Francisco Jiménez. The goal of this lesson is for students to make inferences about the challenges and changes required of the story’s character, Panchito, and to find evidence of the author’s craft that develops the narrative.Students will reflect upon the relevance of the essential question (In what ways does our need to feel a sense of belonging conflict with our individuality?) to the narrator's experience. In particular, students should recognize that the reality of the narrator's individual situation acts as an impediment to his efforts to belong to a community.Although "The Circuit" is classified as a work of fiction, the author states that the stories represent the lives of his family members. Students will appreciate Jimenez's descriptive, character-driven writing.
This lesson focuses on the chapter “Chinatown” from Laurence Yep’s memoir, The Lost Garden. Students will consider the factors that contributed to Yep’s struggle to find a sense of belonging with his peers and in his community. Students will determine in what ways the essential question (In what ways does our need to feel a sense of belonging conflict with our individuality?) is relevant to Laurence Yep’s experience as he describes it in “Chinatown”.