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Anchor Text:  I Am Not Your Perfect Mexican Daughter

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Anchor Text:  I Am Not Your Perfect Mexican Daughter

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By Erika L. Sanchez
Sanchez, E. L.
and Gabbert, C.  Jacket art.
Knopf Borzoi Books 2017.
image retrieved from
https://www.amazon.com/Not-Your-Perfect-Mexican-Daughter/dp/1524700487

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Lyricstranslate.com (2020). Retrieved from
https://lyricstranslate.com/en/todo-cambia-everything-changes.html

En Espanol

Cambia lo superficial

Cambia también lo profundo

Cambia el modo de pensar

Cambia todo en este mundo

Cambia el clima con los años

Cambia el pastor su rebaño

Y así como todo cambia

Que yo cambie no es extraño

Cambia el más fino brillante

De mano en mano, su brillo

Cambia el nido el pajarillo

Cambia el sentir un amante

Cambia el rumbo el caminante

Aunque esto le cause daño

Y así como todo cambia

Que yo cambie no extraño

Cambia, todo cambia (x4)

Cambia el sol en su carrera

Cuando la noche subsiste

Cambia la planta y se viste

De verde en la primavera

Cambia el pelaje la fiera

Cambia el cabello el anciano

Y así como todo cambia

Que yo cambie no es extraño

Pero no cambia mi amor

Por más lejos que me encuentre

Ni el recuerdo ni el dolor

De mi pueblo y de mi gente

Lo que cambió ayer

Tendrá que cambiar mañana

Así como cambio yo

En esta tierra lejana

Cambia, todo cambia (x4)

Pero no cambia mi amor

Por más lejos que me encuentre

Ni el recuerdo ni el dolor

De mi pueblo y de mi gente

Lo que cambió ayer

Tendrá que cambiar mañana

Así como cambio yo

En esta tierra lejana

Cambia, todo cambia...

In English:
That which is superficial changes

Also that which is profound

the way of thinking changes

Everything in this world changes

The weather changes as the years go by

The shepherd changes his flock

and just as everything changes

the fact that I change it's not in the least strange

The finest diamond changes its brightness

as it travels from hand to hand

the bird changes its nest

So does a lover change the way he feels

The traveler changes his path

even if this proves to be harmfull

and just as everything changes

the fact that I change it's not in the least strange

Changes, everything changes

The sun changes its course

to give way to the night

The plant changes and gets dressed in green

during spring

The beast changes its fur

the hair of an old person changes

and just as everything changes

the fact that I change it's not in the least strange

But my love doesn't change

no matter how far away I find myself

neither the memory nor the pain

of my country and my people

What changed yesterday

will have to change tomorrow

Just as I change

in this foreign land

Changes, everything changes

But my love doesn't change

no matter how far away I find myself

neither the memory nor the pain

of my country and my people

Changes, everything changes

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Song
Retrieved from https://www.youtube.com/watch?v=98XkPHcmCv0

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1.  What is biculturalism and how does it affect the identities of recent immigrants?

2. What dilemmas arise when others view us differently than we view ourselves?

3.  How do I benefit from my identities?

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I Am Not Your Perfect Mexican Daughter is a highly engaging novel that begins with a family tragedy and follows fifteen year old Julia as she navigates her life following the death of her only sister. She and her parents are grieving. They live in poverty in a cockroach-infested apartment and even though Julia is extremely bright, she is struggling with grief, anxiety and depression which make school practically impossible. Her parents are undocumented immigrants who work very hard, but can barely provide enough food for the family. The pressures of her grief, her parents' grief, her struggles with friends and school build to a point where Julia must decide how to realize her chosen identity as a writer.

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This cultural text set is intended for an 11th grade English Language Arts class.  The anchor text is  engaging and  at a  Lexile rating of 730, (teachingbooks.net)should be readable for all levels, low,  at grade level and advanced.  Text complexity is increased by themes around death, grief, sexuality -identities and exploration, and anxiety, depression and suicide. The variety of media and texts will support and extend students understanding as they  collaboratively and independently seek  answers to the essential questions around culture and personal identity.

TeachingBooks.net (2020). Retrieved from
https://www.teachingbooks.net/tb.cgi?tcid=56368

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CCSS ELA  RL 11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS ELA  RL11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS  W.11–12.2f
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

CCSS SL.11–12.2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

AASL  III. Share/Collaborate:
Learners work productively with others to solve problems by:
1. Soliciting and responding to feedback from others.
2. Involving diverse perspectives in their own inquiry processes.

California Department of Education ELA Standards. (2020). Retrieved from
https://www.google.com/search?q=California+State+Standards+11th+grade+ELA&rlz=1C1CHBD_enUS845US845&oq=California+State+Standards+11th+grade+ELA&aqs=chrome..69i57j33l2.9888j1j7&sourceid=chrome&ie=UTF-8

American Association of School Librarians Standards Framework for Learners. (2020). Retrieved from   https://standards.aasl.org/wp-content/uploads/2018/08/180206-AASL-framework-for-learners-2.pdf

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The purpose of this text set is to
support students as they engage in a very timely topic. Immigration and the recent immigrant's place in American culture. Equally as prominent are themes of loss, anxiety and depression. The anchor text is the story of the struggles of 15 year old Julia as she and her undocumented parents cope with the tragic loss of her sister. The reader will gain insight into the difficulties experienced by recent immigrants as they face poverty, loss, oppression and racism while they work to establish themselves and their families in America

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Holden Caulfield's visit to Mr. Antolini:
" I had lunch with your dad a couple of weeks ago....You're aware of course that he's terribly concerned about you?" "I know it.  I know he is," I said..."I didn't feel at all like discussing it.  The coffee made my stomach feel a little better but I still had this awful headache."...."All right,.Listen to me a minute now...I may not word this as memorably as I'd like to, but I'll write you a l letter in a day or two....This fall I think you're riding for, it's a special kind of fall. A horrible kind.  The man falling isn't permitted to feel or hear himself hit bottom. He just keeps falling and falling."

Salinger, J.D.Catcher in the Rye. Little Brown and Company. 1991.
pp. 186-187

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Link to maps of Chicago's South side:
https://www.google.com/search?q=map+south+side+chicago&rlz=1C1CHBD_enUS845US845&oq=Map+South+Side+Chicago&aqs=chrome.0.0l8.5911j1j8&sourceid=chrome&ie=UTF-8

Image of downtown Bergston, S.
https://unsplash.com/@sawyerbengtson

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Locate Chihuahua, then Los Ojos:

Geology.com. (2020). Retrieved from https://geology.com/world/mexico-satellite-image.shtml

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Used as a graphic tool to "help students consider the many factors that help shape the identities of individuals and communities."

Identity Chart Image and description from:  Identity Lesson Plan (2020).  Facing History and Ourselves. Retrieved from:

https://www.facinghistory.org/resource-library/teaching-holocaust-and-human-behavior/exploring-identity

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Links to Book Talk Transcript, Anchor text - reviews and teaching information:

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Links to Book Talk Transcript, Anchor text - reviews and teaching information:

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Flipgrid Transcript:
https://docs.google.com/document/d/1CsUyjPnuxats4I_lmldY9iJRbhsgAT9f1hDCsVhahLY/edit

Resources for Author/Book Information:

Teaching Books.net
Retrieved from
https://www.teachingbooks.net/tb.cgi?tid=56368
Teaching Tolerance:
Learning  Plan
retrieved from
https://www.tolerance.org/learning-plan/i-am-not-your-perfect-mexican-daughter

Review of Stage Play for I Am Not Your Perfect Mexican Daughter

Vire, K. Chicago Sun Times. March 1, 2020. Retrieved from
https://chicago.suntimes.com/2020/3/1/21160556/i-am-not-your-perfect-mexican-daughter-review-steppenwolf-theatre-play-erika-l-sanchez-young-adults

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In her strong identification with words and writing, Julia remembers a haiku when she experiences a “wave of sadness:”

“Even in Kyoto -/

hearing the cuckoo’s cry-/

I long for Kyoto.”

Page 324 of anchor text:

Other Haiku examples:

Nightfall,
Too dark to read the page
Too cold.
- Jack Kerouac

O snail
Climb Mount Fuji,
But slowly, slowly!

-Kobayashi Issa (1763-1828), a renowned haiku poet:

Bottom two Haiku:
Your Dictionary.com (2020). Retrieved from
https://examples.yourdictionary.com/examples-of-haiku-poems.html

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WASHINGTON - Several immigrant rights organizations are outraged by a new choice U.S. Immigration and Customs Enforcement is presenting to migrant parents: Separate from your child or stay together in detention indefinitely.

Starting on Thursday, the groups claim, ICE began distributing a form in all three of its family detention centers that would allow parents to apply for their minor children to be released. The form, a copy of which was obtained by NBC News, states that it is in compliance with the Flores court agreement, which prohibits ICE from holding minors for more than 20 days.

The released children are placed with family members, sponsors or placed in the custody of the Department of Health and Human Services.

The Trump administration faced intense criticism for a Zero Tolerance policy in 2018 in which undocumented migrant children were separated from parents who had illegally crossed the order. The policy was implemented in May 2018 but reversed after an outcry in June.

The Morning Rundown
Click here to see the form.
The current, "voluntary" concept was previously termed "binary choice," but has never been fully implemented. Now, lawyers representing clients in ICE family detention say parents may be persuaded to separate from their children if they are worried about exposing them to COVID-19 in detention.

The timing is no coincidence, said Shayln Fluharty, director of the Dilley Pro Bono Project, which provides legal services for families in detention in Dilley, Texas. A federal judge recently told ICE it was not in compliance with the Flores agreement, and the forms, said Fluharty, are a way for ICE to show that these parents have chosen to keep their children in detention.

Fluharty said she expected the government to release children to show the judge it was in compliance, not to ask parents to waive their rights to have their children released.

In a statement, a spokesperson for ICE said ICE "is exploring all options in response to Judge Gee's most recent order which stipulates that ICE safely release children in its custody, who don't pose a public safety or flight risk, to sponsors within the U.S. ICE continues to work to implement the requirements of the order, and has not implemented what has been referred to as 'binary choice' at this time."

ICE detention centers, which hold immigrants in large open-floor cells with many detainees sharing the same toilet, sink and living area, are becoming a hotbed for COVID-19 infections. The New York Times reported 85 cases in ICE detention in New York and New Jersey. ICE confirmed the first COVID019death of a migrant in its custody on May 7. The migrant was at the single adult detention facility in Otay Mesa, California.

Families Together, a group that advocates for the reunification of separated migrant families, Tweeted on Thursday night: "@ICEGOV gave families a choice today - we'll let your children go if you give them up. But not you. In the middle of a pandemic. This is horrific."

RAICES of Texas, which offers legal services to refugees and immigrants, Tweeted on Thursday, "ICE is asking parents to sign a form that would permit their children to be separated from them and released from detention, while forcing the parents to remain detained."

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Family separation is back at the U.S./Mexican border, say advocates

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WASHINGTON - Several immigrant rights organizations are outraged by a new choice U.S. Immigration and Customs Enforcement is presenting to migrant parents: Separate from your child or stay together in detention indefinitely. Starting on Thursday, the groups claim, ICE began distributing a form in all three of its family detention centers that would allow parents to apply for their minor children to be released.

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From The Poet X
by Elizabeth Acevedo

I am unhide-able
Taller than even my father, with what Mami has always said was
"a little too much body for such a young girl." I am the baby fat that settled into D-cups and swinging hips so that the boys who called me a whale in middle school now ask me to send them pictures of myself in a thong.  The other girls call me conceited. Ho. Thot. Fast.
When your body takes up more room than your voice you are always the target of well-aimed rumors, which is why I let my knuckles talk for me.  Which is why I learned to shrug when my name was replaced by insults.  I've forced my skin just as thick as I am.

Gathering Books: [Poetry Friday] Excerpt from Elizabeth Acevedo’s “Poet X.” retrieved from

https://gatheringbooks.org/2018/09/07/poetry-friday-excerpt-from-elizabeth-acevedos-poet-x/

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-Julia does not recount her attempted suicide until she has recovered.  She describes how she became "obsessed" with the song the first time she heard it.  As she recounts the night her father found her after she had slashed her wrists, she says that she had been listening to Todo Cambia over and over: "Everything in the song is true - everything changes, for better or worse, whether we like it or not"(p. 336).  Reading the lyrics is another way students can connect to the story. English Learners in the class who are native Spanish speakers may particularly enjoy reading the Spanish lyrics.
Connects to Standards: CCSS
RL.11–12.2 -Determine two or more themes or central ideas of a text and analyze their development over the course of the text.
There are several themes at play in the anchor text: Biculturalism and identity/ depression and anxiety. "Todo Cambia," is an expression of Julia's Mexican heritage, but at the same time, it sends a message that life is full of change.  Where we are in life can determine how we interpret the changes.

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Teacher introduces and instructs students to read in paired groups.
Students read both English and Spanish texts and discuss how changes beyond our control can affect our identity. Aligns with the essential question: "How do our identities affect our choices?"

Grade Level Complexity: At or above grade level.
Complexity:
Teacher introduced/ Students, working in pairs.

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Related article about Mercedes Sosa at Wikipedia.com:
https://en.wikipedia.org/wiki/Mercedes_Sosa

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Catcher in the Rye is sophomore reading at our school.  Most 11th graders will have read it the year before. There are parallels between Holden Caulfield and Julia Reyes.  In both novels, the adolescent narrator is headed toward increasing anxiety and depression. Because of their problems, they are becoming ill.  The excerpt describes a friend of the Caulfield family describing this path to Holden.  The author of I Am Not Your Perfect Mexican Daughter seems to draw the same parallels since at least two mentions are made of the novel "Catcher in the Rye," in the anchor text - p. 81, p. 171.
Connects to Standard:
RL.11–12.1  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Aligns  with the essential question "How do our identities influence our choices?" Julia identifies herself as a writer and she states that Catcher in the Rye is one of her favorite books (p. 81).

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Whole class shared reading - use a strategy such as 'popcorn' reading.
Then paired groups work together to find parallels between Holden and Julia.
Grade Level Complexity:  At and potentially above grade level.

Complexity : Whole class, then paired groups. There is opportunity for advanced readers to extend the meanings of both texts.

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Image retrieved from

https://www.allposters.com/-sp/Catcher-in-the-Rye-Posters_i14434506_.htm

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Elizabeth Acevedo a Dominican American,  is a slam poet who wrote The Poet X (2018) .  This recent book provides a strong voice to young immigrant populations.  Her work exemplifies  the essential question:
"How do bicultural adolescents in low income immigrant communities establish their sense of place in American society?"

Connect to Standard: SL.11–12.2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

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The above image and linked map of downtown Chcago and Map of Mexico ware tow places mentioned in the anchor text.  Viewing the image, students will have a spatial/ visual connection to the places mentioned in the anchor text.  Julia lives in the south side of Chicago, but frequently takes the train downtown to visit places her sister Olga had been and worked, and  to go to a party with her friends Lorena and Juanga. Julia also visits her "Mama Jacinta" in Lof Ojos Mexicao.  Students can interact with the map to make spatial connections to the places Julia describes in the anchor text Aligns with the essential question:
"How do bi-cultural adolescents in low income immigrant communities establish their sense of place in American society?"  These places in both Chicago and Mexico, represent who Julia is and where she comes from.

Connection to Standard: RL.11–12.2.  Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

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Whole class reading of the poem then small group discussion about  how the poem addresses the essential question "How do bicultural adolescents in low income immigrant communities establish their sense of place in American society?"  A 'scribe' should be assigned within each group to record the group's examination  of the poem and their answers to the essential question.
Grade Level Complexity: At grade level to higher complexity.

Complexity: Whole class and small group discussion with assigned scribe.

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Students will work in small groups and examine the image and map.  They will discuss the image and relate what they recall from Julia's description of downtown Chicago in the anchor text.  Teacher will give them some questions:  "Does Julia seem comfortable as she takes the train downtown?  Rides to a party with Juanga and Lorena at Maribel's Warehouse ? Walks home through her neighborhood?

Next, examine the map. Locate the state of Chihuahua, then locate Los Ojos.  From what Julia describes in the text, is she comfortable there?
Thinking about the tow locations, describe some good experiences Julia had.  Then describe some negative experiences that occurred in each location. How many themes can you identify from each location?
Grade Level Complexity: At and below grade level.

Complexity: Small group collaboration

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When Julia feels sad, she thinks of a haiku, "Even in Kyoto."  This is one of the biggest parts of Julia's identity, words and writing. Students can examine the haiku and attempt to make their own.

Connection to Standards:
AASL Share/Collaborate:

Learners work productively with others to solve problems by: 1. Soliciting and responding to feedback from others. 2. Involving diverse perspectives in their own inquiry processes.

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Students work in a small group setting to read and interpret each haiku.  there are no wrong answers.
Students can then share their interpretations in a whole class setting.
Grade Level Complexity: At or below grade level.
Complexity: Small group collaborative.

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This recent news story covers the current situation for many immigrants from Mexico and South America who wish to seek asylum in America.  It is a present-day, real life connection to main events which occurred in the anchor text.  Many students have heard of this situation and will be able to gain further insight into the struggle and horrors faced by immigrants as newcomers to America.
Connection to Standards: RL.11–12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
and W.11–12.2f
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

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Teacher will assign an essay :  Students will work independently and compare elements from the anchor text with the news article. They will describe what they have learned about the struggle of those who try to immigrate from Mexico, and answer the essential question:
What dilemmas arise when others view us differently than we view ourselves?
Grade Level Complexity : At grade level.
Complexity: Independent student work.

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Depeche Mode - Enjoy the Silence
Retrieved from https://www.youtube.com/watch?v=aGSKrC7dGcY

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Depeche Mode - Enjoy The Silence (Official Video)

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Music is mentioned in several areas of Julia's story.  When she meets a new boy, she talks about the kind of music she likes:  David Bowie, Siouxsie and the Banshees.  The first selection, Todo Cambia, is used/mentioned  at a very pivotal time in the story.  As Julia, finally recounts her attempted suicide:
"The house was quiet, except for my sobbing and the song that I had on repeat - "Todo Cambia", by Mercedes Sosa.  I became obsessed the first time I heard it."  (p. 336)

The second selection, Depeche Modes' "Enjoy the Silence" comes at a much happier time, when Julia is well again and she is with jer boyfriend Connor: "Holy shit, " I say to Connor and squeeze his arm. "This song. I can't take it.  It's too good."
Students relate to music.  This particular music is thematic to Julia's depression and recovery. It will provide a background as well as a different modality that will help students connect with the anchor text as well as enhance and compliment the reading experience.
Connects to Standard:
SL.11–12.2 Integrate multiple sources of information presented in diverse formats and media...

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Teacher can introduce each song at the appropriate point in the reading of the anchor text.  Conversely, at the close of reading the anchor text.  Music is a way for students to make connections with their own identities. These song align with the essential question, "How do I benefit from my identities?" It is a good starting point for a class discussion about identities of self, and culture. The music can be played more than once during the unit, in fact, the next supplemental text will e the lyrics for "Todo Cambia."  So this song could certainly be played while students read the lyrics.

Grade Level Complexity:
At or below grade level.

Complexity:   Teacher presents/students listen independently.

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Image Mercedes Sosa
Related article at Wikipedia.com
Retrieved from
https://en.wikipedia.org/wiki/Mercedes_Sosa

"Enjoy the Silence," by Depeche Mode.  A popular song composed in 1990. Further information  - Wikipedia.com. Retrieved from
https://en.wikipedia.org/wiki/Enjoy_the_Silence

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and This chart from Facing History and Ourselves is an activity that will extend and enhance the learning experience from the anchor text.  Students will  examine that factors that shape their own identities. They will discuss how individual identities can have an impact on those around them and their community.
Connection to Standard: SL.11–12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems...

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Elizabeth Acevedo: About. Retrieved from
http://www.acevedowrites.com/

Book cover: Epic Reads. (2020) Retrieved from
https://www.epicreads.com/books/9780062662804/the-poet-x/

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Information about the south side of Chicago. Wikipedia.com Retrieved from
https://en.wikipedia.org/wiki/South_Side,_Chicago
Chihuahua State, Mexico. Encyclopedia Britannica. Retrieved from
https://www.britannica.com/place/Chihuahua-state-Mexico

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Students will work independently to create their individual identity chart.
When don, Teacher will ask them questions about how individual identities make up a community.  Looking at their chart, the teacher will ask how these identities help them to fit into their own community? Then,  the essential question:
How do bi-cultural adolescents in low income immigrant communities establish their sense of place in American society?
Grade Level Complexity:  At grade level.
Complexity:  Independent student work.

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Identities Lesson Plan.  Facing History and Ourselves.org. Retrieved from
https://www.facinghistory.org/resource-library/teaching-holocaust-and-human-behavior/exploring-identity

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Tutorials on how to write a haiku:
Power poetry: Write Your Own Life Story.
Retrieved from:
https://powerpoetry.org/actions/how-write-haiku-poem

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Identities lesson plan:  Facing History and Ourselves.org.  Retrieved from
https://www.facinghistory.org/resource-library/teaching-holocaust-and-human-behavior/exploring-identity

Teaching Tolerance.org . Classroom Resources: Immigration.
Retrieved from:
https://www.tolerance.org/topics/immigration