Objectives:
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a. Students will compare responses and infer meaning from the connotations of select images in the poems
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b. Students will infer the meaning of the term "crossroads" in the poem "Child of the Americas"
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c. Students will write a paragraph describing the importance of language in the poets self-identity
Procedure:
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1. Students will meet in groups of 3-4 and compare journal responses as they compile a group response to the following items:
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a. List the denotation of the following words from the poem: diaspora, consciousness, ghetto, crossroads
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b. Discuss what connotations these images and words may have in this poem (If the students are not clear on the concept of connotation, then take time here to define and discuss a few common examples)
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c. What cultures are mentioned in this poem and how do they apply to the concept of a "crossroads"?
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2. Have groups report their ideas to the whole group and discuss; come to some consensus on her identity as a "mestiza"
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3. Individual work: Write a paragraph describing the importance of language in the poet's self-identity. Why is the poem written in English and not "Spanglish" (line 24)?
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Homework: Read "You Call Me by Old Names," Rhina Espaillat, and write a
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paragraph, explaining what role spoken language has in her identity.
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The double-journal entry is a formalization of the type of interaction good readers have with a text and is intended to help students construct meaning as they proceed through a text. This is a good exercise to use in getting students accustomed to consciously reflecting on a text as they read, an activity that is useful as preparation for the Connecticut Academic Proficiency Test (note the border intended for comments and questions on the Response to Literature section of the test). For a more comprehensive treatment of the double journal, refer to Toby Fulwiler's The Journal Book (see Bibliography). Refer to Appendix A for an example of a sample double-journal entry for Aurora Levins Morales's "Child of the Americas."
Small groups will then compare journal responses and discuss the question: "What role does language play in the identity of these poets?" Responses will then be brought into a whole-group discussion.
