Because the protagonists of coming of age stories are experiencing the exhilaration, confusion and angst of adolescence, their experiences are likely to be directly relevant to the lives of my students. These characters are in the midst of recognizing some truth of life that is disrupting their childlike view of the world and they can choose to integrate these understandings or reject them. When author Esmarelda Santiago explained the appeal of coming-of-age stories, she suggested that, “It really has to do with an experience that is universal: the experience of being faced with something new in which your identity is challenged.” Reading these stories and discussing them with their peers will help students see they are not alone in facing these challenges, and will also allow them to weigh the consequences of non reflective thinking against the challenges of thoughtful examination of self in relation to the world.
I chose pieces of literature that examine how race, culture, language, gender and social class impact one’s identity. Works by African-American and Latino writers will comprise the bulk of the selections in the unit. This mirrors the demographics of my classroom. I also made an effort to include a number of women’s stories because traditionally the female coming of age has been underrepresented in the curriculum.
The unit will be organized around three key themes endemic to the coming of age story: our separation from parents; our longing to be accepted and identified as a part of a social group; and the influence that race, culture, language, gender and social class have on our conception of self. It is clear that these themes overlap and that each person’s experience growing up is shaped by multiple factors. For example, it is hard to imagine separating from parents without sorting out the expectations and stereotypes they have passed on to us regarding culture and gender. Similarly, a lack of family support might result in a stronger need for affiliation with a group of peers. As students study different texts, they will naturally go back to issues that were raised in previous pieces. Students will be encouraged to reread and reexamine texts and ideas. One of the premises of this unit is that learning is a recursive process and in order for students to move forward they will need to go back to clarify and refine their thinking. They will reconnect with ideas they have already articulated in order to construct new ideas.
I’ve organized the unit into five sections. The first introduces students to the genre of the coming of age story and asks them to examine how their own beliefs have changed since childhood. The next three sections focus on a particular theme that is common to many coming of age stories: separation from parents, the need to belong and the factors that shape identity. Within each, I’ve recommended texts that should evoke thought and discussion about the highlighted themes. I raise some key questions, make some connections between texts, suggest strategies that might facilitate the study and include suggestions for personal writing. I have also included journal prompts to help students explore these themes in relation to their own lives.
Three detailed lesson plans are inserted within the unit. In these sections, I present a more detailed description of the methods I will use in my classroom. I know that my plans might not be suited to your students; however, I believe that most of the texts and strategies can be adapted for your classroom.
In the last section I will present a culminating activity that will allow students to choose their own books and engage in inquiry with their peers. Participating in structured book clubs will allow students to set the agenda for their own discussion and apply the strategies that they have learned. Although instruction will not be teacher-centered, I will take an active role by supplying students with a protocol for discussion and reflection. This final project will allow me to assess how well each student is able to take responsibility for his own learning