Briana Hori
Engl. 112B
April 26, 2006
Unit Plan
Identity,
Acceptance, and Self-Reliance:
Understanding the Teen Struggle.
The common anxiety among many teenagers is the perception of identity. Each day is focused on appearance and the perception someone else might have in regards to them. Their lives become obsessed with the �cool� look and the �in� way to be. Teens often focus on popularity and acceptance by others; Furthermore, it is often perceived that anyone outside that �popular circle� suffers, but is that really the truth?
Literature for Today�s Young Adults touches on the issue of peer groups and the identity crisis in the following excerpt.
�Peer groups become increasingly important to teenagers as they move beyond social and emotional dependence on their parents. By becoming part of a group, clique, or gang, teenagers take a step toward emotional independence. Even though they are not making truly independent decisions, as parts of different groups they try out various roles, ranging from conformist to nonconformist and from follower to leader� (123).
Literature has always provided comfort, imagination escapes, and examples of real life situations for young adults. Many lessons about life are often portrayed through realistic non-fiction. With this concept in mind, I suggest a unit plan curriculum based on the idea that, through literature, the young adult will begin to grasp the idea of identity and the importance of individuality. This unit will focus the importance of accepting others and finding acceptance of one�s own identity through the readings of poems, essays, and literature. Each work discussed will help the student to understand the importance of self-reliance and self-acceptance; Moreover, the works discussed in the unit will help develop the understanding that a person�s identity is deeper than the surface appearance.
In order to convey the previously discussed ideas this unit will focus on Ralph Waldo Emerson�s Self-Reliance. In addition to this literature, Chris Crutcher�s Whale Talk will be used as a supplemental text to further address the issues.
Emerson�s Self-Reliance discusses the importance of trusting and relying on oneself for guidance. He discusses ideas of self-reliance and the individual then moves to self-reliance and society. Emerson concludes by saying that it is better to be self-reliant than to conform and become dependent.
Because of the complexity of the text, I recommend reading it together in class, or listening to a recorded version and discussing each section in order to assure the student�s overall understanding of what ideas are being conveyed. Each line is filled with meaning to be dissected by the student. The following are some suggested power lines to present to the class:
Chris Crutcher�s Whale Talk will be read as an individual homework assignment throughout the reading of Emerson�s Self-Reliance. Whale Talk is the story of a young boy who gets together a group of social misfits to create the school swim team. �the Cutter All Night Mermen struggle to find their places in a school that has no place for them�Together they�ll fight for dignity in a world where tragedy and comedy dance side by side, where a moment�s inattention can bring lifelong heartache, and where true acceptance is the only prescription for what ails us� (Taken from the back of the book).
Both texts will help the student explore ideas of self-reliance and discovering the truth of identity.
Launching the Unit:
Before reading Self-Reliance and Whale Talk, use one or more of the following activities as an introduction for the unit on identity and self-reliance.
1. Using poetry, introduce the theme of identity and the importance of being an individual through the following poems:
Identity
Julio Noboa Polanco
Let them be as flowers,
always watered, fed, guarded, admired,
but harnessed to a plot of dirt.
I�d rather be a tall, ugly weed,
clinging on cliffs, like an eagle
wind-wavering above high, jagged rocks.
To have broken through the surface of stone,
to live, to feel exposed to the madness
of the vast, eternal sky
To be swayed by the breezes of an ancient sea,
carrying my soul, my seed, beyond the mountains of time
or into the abyss of the bizarre.
I�d rather be unseen, and if
then shunned by everyone,
than to be a pleasant-smelling flower,
growing in clusters in the fertile valley,
where they�re praised, handled, and plucked
by greedy, human hands.
I�d rather smell of musty, green stench
than of sweet, fragrant lilac.
If I could stand alone, strong and free,
I�d rather be a tall, ugly weed.
We Wear the Mask
Paul Laurence Dunbar
We wear the mask that grins and
lies,
It hides our cheeks and shades our
eyes,
This debt we pay with human Guile;
With torn and bleeding hearts we
smile,
And mouth with myriad subtle-
ties.
Why should the world be over-
wise,
In counting all our tear and
sighs?
Nay, let them only see us, while
We wear the mask.
We simile, but, I great Christ,
our cries
To thee from tortured souls arise.
We sing, but oh the clay is vile
Beneath our feet, and long the
mile;
But let the world dream other-
wise,
We wear the mask!
� Ask the students to respond to one of the poems in a 30 min. free write. Ask them to identify the aspects of identity and the message the poem is attempting to convey. Ask the students to agree or disagree with the poem explaining if they have ever felt the emotions described. After they have finished writing, ask them to discuss some of the ideas they wrote about. Ask them if they think it is better to hide behind a mask or to openly be individual.
2. Hand out the template for the �I am� poem and have your students create a poem that describes who they are. Tell them to be creative and think about what they want to portray through the poem.
Template:
I Am
I am (two special characteristics)
I wonder (something you are actually curious about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem again)
I pretend (something you actually pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that really bothers you)
I cry (something that makes you very sad)
I am (the first line of the poem restated)
I understand (something you know is true)
I say (something you believe in)
I dream (something you actually dream about)
I try (something you really make an effort about)
I hope (something you actually hope for)
I am (the first line of the poem again)
3. Have the students break into small groups, or as a class, discuss the following questions:
� What is identity?
� Do you think people are more comfortable being themselves, or hiding their identity behind a masked personality?
� �What I must do is all that concerns me, not what the people think.� Discuss what this means.
� �There is a time in every man's education when he arrives at the conviction that envy is ignorance; that imitation is suicide; that he must take himself for better, for worse, as his portion� Discuss what this means.
� Define Self-reliance.
After the Reading:
Each of these activities will expand on themes presented in Emerson�s Self-Reliance and Crutcher�s Whale Talk.
� After having read both texts, have the students write a second �I Am� poem. Have them keep in mind the ideas of identity and self-reliance that they have learned during the unit.
--Discuss the differences between the first poems they wrote and the new poems. Ask the students if they think their ideas have changed based on what they have learned.
� Have the students break into small groups and discuss the following questions on Emerson�s Self-Reliance:
(Taken from http://www.readwritethink.org/lessons/lesson_view.asp?id=320)
� Provide the students with the following prompt and ask them to do a quick write for 30 min. in response using the knowledge they have gained from the unit.
o The pursuit of an authentic �self� is the key to discovering and maintaining one�s true identity. Agree or disagree.
Extending the Unit:
(Ideas taken from Professor M. Warner)
Allow the students to choose from other Young Adult texts dealing with identity, individuality, and self-reliance. They may work in small groups, or as individuals. The goal of using supplemental texts is to allow the student to read a book of their choice and have them present the issues raise in the book to the class. A book pass might be helpful in guiding the student to choosing a book that works for them. This requires the teacher to provide copies of the novels and have students spend 5-7 min. reviewing the book. Students will be able to get a better feel for the novel in order to choose the one that they think they would enjoy the most.
The novels may be read outside of class work as a homework project. After reading the novels of their choice, the students would create a presentation that is fun and creative. The presentations might include, but are not limited to the following:
Young Adult Literature Selections:
Catcher in the Rye by J.D Salinger: Holden Caulfield is about to be expelled from Pencey Prep. He cannot relate to or confide in anyone except his little sister Phoebe, so he skips out four days early for Christmas break and heads for New York City. Labeling nearly everything he encounters as phony-his favorite word, Holden rarely lets others see his real self. Disgusted with the uselessness of the adult world, he goes back to his parents� apartment to talk to his sister Phoebe about his dream to become a �catcher in the rye.� He visits his history teacher, Mr. Antolini, who makes sexual overtures; Holden panics and runs back to Phoebe. (Taken from Adolescents in the Search for Meaning: Tapping the Powerful Resource of Story by M. Warner).
The Perks of Being a Wallflower, by Stephen Chbosky: Charlie is a freshman in high school, but he isn�t your ordinary freshman. He�s the wallflower from the title of the book�he�s shy, thoughtful, reflective, and intelligent beyond his age. He sees something great in the people around him, something that your normal pimple-faced freshman wouldn�t be able to see. In eighth grade he had to deal with the apparent suicide of his best friend and went through a very emotional time after that. But this is high school, and that means a new beginning. In the novel Charlie experiences everything a young adult experiences: sex and sexuality, drugs, alcohol, family tensions, relationships, cliques, and everything else between. Throughout the story Charlie also deals with bouts of depression and it is only through his friends and the teacher that sees his intelligence that he is able to pull out and push forward. Through his letters sent to an anonymous reader, he expresses his search for that feeling of �being infinite,� the feeling where you are free from any inhibitions in life and are happy beyond comprehension. (Taken from the book talk by Andrew Nguyen).
Freak the Mighty, by Rodman Philbrick: Max, a boy who is large for his age and frequently ridiculed for his physical size and lack of intellectual ability, narrates this book. In addition, Max bears a striking resemblance to his father, a man imprisoned for killing Max�s mother. Kevin Avery, alias �Freak,� who has a giant mind and a deformed, dwarfish body, befriends Max. The combination is �Freak the Might.� The story tells of the two boys and the journey to discovering who they are. (Taken from Adolescents in the Search for Meaning: Tapping the Powerful Resource of Story by M. Warner).
The House on Mango Street, by Sandra Cisneros: Esperanza Cordero lives in the Latino section of Chicago with her family where they live in a small, red, run-down house, which she is deeply ashamed of because it stands for their poverty. Her story is about a journey of self-determination marked by struggles, fears, and disillusionment. Nevertheless, Esperanza is a special youth who has high aspirations, is deeply reflective, and has the determination to move forward. The series of vignettes that comprise her story depict her sense of not wanting to belong to her home and community. This coming-of-age work of fiction narrated in a child-like voice appears deceptively simple. In spite of this, Esperanza frequently challenges assumptions and expectations in her world. By the end, she comes to terms with herself, recognizing that when she leaves Mango Street she ahs the power to return to help those who stayed. (Taken from the book talk by Evelyn Valdovinos).
White Oleander, by Janet Fitch: Everywhere hailed as a novel of rare beauty and power, White Oleander tells the unforgettable story of Ingrid, a brilliant poet imprisoned for murder, and her daughter, Astrid, whose odyssey through a series of Los Angeles foster homes-each its own universe, with its own laws, its own dangers, its own hard lessons to be learned-becomes a redeeming and surprising journey of self-discovery. (Taken from the back cover of the book).
Tenderness, by Robert Cormier: Lori Cranston is looking for someone who will be tender with her. She has run away from home, fleeing another of her mother�s boyfriends. When she sees Eric Poole being released from custody on TV, she remembers their strange meeting years ago. How kind he was-gallant, in fact. Now she is fixated on him. Maybe he will quiet her longing. Lori is sure that wonderful things are waiting for her. Eric Poole is looking for someone to be tender with. He has paid his debt to society. The media will follow him at first, but they�ll loose interest. He�ll have to elude the lieutenant, who knows what happened to the two girls. It�s a good thing Eric was more clever with the third. Eric is sure no one can stop him from again finding tenderness with his girls. When Lori and Eric come together, they begin a riveting journey that will either save or destroy them. (Taken from the inside flap of the book).
After the First Death, by Robert Cormier: Three teenagers experience the hijacking of a busload of preschool children by terrorists. Kate is the substitute driver, who the terrorist have tapped as the first to die. Miro is a hijacker appointed to execute her. Ben is the messenger; he has been sent by his father, the general of the secret military organization that is being blackmailed. Ben and Miro are tormented by questions of loyalty and failure, while Kate struggles with what it means to be brave. The book deals with many topics related to terrorism, especially the involvement of young adults on suicide missions. Each character is on a journey throughout the book to discover who they are. (Taken from Adolescents in the Search for Meaning: Tapping the Powerful Resource of Story by M. Warner).
Concluding Activities:
At the end of this unit the students should be able to recognize and understand the aspects of identity and self-reliance. They will appreciate the value in individuality and living as one�s true self. Their new insights should help them find the courage to be comfortable as who they truly are and to find the ability to express themselves through their class writings. It might be helpful to have the students write a short essay describing what they learned from the unit and what they thought might add to their overall learning. Hopefully this unit helped the students open up in class to express their ideas without fear and insecurities.
The supplemental text activity should allow the students to personally relate to the issues in the book of their choice. Their new emotional understanding should help them, not only in the class room, but in the outside world as well. The works discussed in the unit should have helped develop the understanding that a person�s identity is deeper than the surface appearance. The close reading of Emerson�s work should also provide an appreciation for the classical literature and all that it offers.
Overall, the lessons learned in this unit should provide them with life skills and a clear understanding of the importance of the pursuit of human identity. The concluding essay assignment will allow the students to sum up their understanding of the unit lessons and review what was most important to them. As a teacher, the essays will serve as a census for what was actually learned by the students.
Works Cited
Chbosky, Stephen. The Perks of Being a Wallflower. New York, NY: Simon & Schuster.
Chbosky, Stephen. The Perks of Being a Wallflower. Book talk presentation by Andrew Nguyen, English 112 B, Spring 2006.
Cisneros, Sandra. The House on Mango Street. Vintage Books: 1991.
Cisneros, Sandra. The House on Mango Street. Book talk presentation by Evelyn Valdovinos, English 112B, March 2006.
Crutcher, Chris. Whale Talk. New York: Laurel Lear, 2001.
Cormier, Robert. Tenderness. New York: Delacorte Press, 1997.
Cormier, Robert. After the First Death. New York: Laurel Leaf, 1979.
Donelson, Kenntih L and Alleen Pace Nilsen. Literature for Today�s Young Adults. New York: Pearson, 2005.
Emerson, Ralph Waldo. �Self-Reliance.� The Norton Anthology of American Literature. Ed. Nina Baym. W.W. Norton & Company: New York, 2003.
Fitch, Janet. White Oleander. New York: Brown and company, 1999
Warner, Mary L. Adolescents in the Search For Meaning: Tapping the Powerful Resource of Story. Maryland: The Scarecrow Press, Inc., 2006.
Warner, Mary. Stories Moving Readers from Fear and Bias to Tolerance and Acceptance: An Unfinished Curriculum. Unit plan presentation by Mary Warner, English 112B, Spring 2006.
Webster, Sharon. �Examining Transcendentalism through Popular Culture.� http://www.readwritethink.org/lessons/lesson_view_printer_friendly.asp?id=320.