English Teaching/Learning Objectives and Sanchez's Novels
Because the English language arts curriculum objectives for the study of fiction in my state
, Texas, resemble many throughout the nation, several examples of their connection with Sanchez's novels will demonstrate how readily knowledge/skill development provides a rationale to have students read Sanchez's work. The skills discussed below are quoted from Texas Essential Knowledge and Skills for English Language Arts and Reading (approved by the State Board of Education in May 2008).
The literary element of characterization can be effectively analyzed in grades 912 using Rainbow Boys and its well-crafted characters. In English One (ninth grade), the skill to "Analyze character development" may be developed, for example, with an analysis of Nelson. In his Artwork by Rachel Angus portrait of Nelson, Sanchez uses the customary methods of character developmentphysical description, actions, speech, and
Patek Philippe Replica gesturesand students can compile and analyze many details about him (such as dyes his hair different colors, often takes initiative, is articulate and funny, and uses hand gestures). The following year, in English Two, developing the skill to "Analyze differences in the characters' moral dilemmas" fits perfectly with Rainbow Boys. Students could, for instance, create Venn diagrams comparing and contrasting the moral dilemmas of Jason and Kyle, including how Jason communicates with his girlfriend about his sexual attraction to males and how Kyle focuses on his process of coming out.
In English Three, where students hone the skill to "Analyze internal and external development of characters," an appropriate assignment would be to examine the young men's psychological motivations (e.g., to be accepted, to be true to themselves) as well as how external events affect them (e.g., antigay violence, the principal's resistance to forming a Gay-Straight Alliance). Finally, in English Four, given the potential for complex interpretations of the three main characters of Rainbow Boys, a teacher would have many options to help students practice the skill to "Analyze the moral dilemmas and quandaries presented in works of fiction as revealed by underlying motivations of characters." For example, they might ask students to enact these dilemmas in parallel situations through creative writing. These brief examples related to educational objectives for the element of characterization merely suggest the numerous possibilities available with Rainbow Boys. Such possibilities also exist for the other elements of fictionplot, point of view, setting, style, symbolism, and themein this and Sanchez's other novels.
In addition, for educational objectives related to the development of research skills
Tag Heuer Replica Sanchez's website is an excellent springboard, as are those listed in all three Rainbow books that provide information about organizations that support LGBT youth.
Whether or not teachers include any of Sanchez's books in their formal curricula, schools should make his books available for students to read independently. Sanchez realized at the age of 13 that he was gay, and he felt such self-hatred as he sat alone in the school cafeteria that he started skipping lunch and retreated to the school library. "I estimate our school library had several thousand books. How many of those books told me it was okay to have the feelings I experienced? That I wasn't sick for wanting to love and be loved by another boy like me?. In our classrooms and media centers, we must do better for our Alexes, for all of our LGBT students. Making Sanchez's novels available to them is one way of doing better, and it does right by our heterosexual students, too, for such literature may help free them to enjoy lives unfettered by the pain and fear of homophobia,
English Teaching/Learning Objectives and Sanchez's Novels
By: endeavor19
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