Objectives
This unit is designed to meet established English Language Arts standards in the State of Delaware for eleventh or twelfth grade students. The first standard calls for the construction, examination, and extension of the meaning of literary texts. This last standard refers specifically to a student's ability to relate one text to another thematically; to make connections between widely differing texts and their historical and cultural contexts; and to draw from the studied text common human values, motives, and conflicts. I feel that the study of the ethnic literature of Latinos has application which not only meets the standard in a world literature sequence, but given the fact that the bulk of the selections in this unit are written in English, by U.S. writers, it is appropriate in American literature as well. As I write that, I am made aware once again, as I was while reading selections for possible inclusion in the unit, of the duality and elusiveness of identity for many Latinos in this country. Another objective is to guide students in their "extending the meaning of text" to other cultural matters—that is, because texts draw from life, students should be able to articulate what it is in the real world that appears in the fiction, drama or poetry which they read.
The second state standard expects students to make connections between themselves and society and culture. This standard, applied through the reading, discussion, and analysis of literature from "across the border," forces those connections to take on a more universally human character, which is anticipated in the school district standards.
This unit also meets additional state standards. It enables students to identify literary elements and techniques such as irony, parody, and satire in the selected fiction, drama, poetry and film. It provides them the opportunity to characterize the diction in various selections. It helps students to identify figures of language, particularly metaphor, simile, and literary symbols. It encourages them to analyze imagery for possible cultural and narrative significance in the selections, and it guides them toward identifying literary tone and recognizing language for its emotional denotation and connotation. In addition to these standards, this unit persuades students to make inferences about the audiences and purposes the writers of the selections intended, and it helps students understand how to examine internal and external conflicts developed in the plot, for personal as well as cultural relevance. Finally, I Know You Are, but What Am I? gives my twelfth graders the opportunity to infer the cultural values reflected in these selections, and allows them to view films portraying key issues and relate them to relevant literary selections.
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