Book cover image retrieved from http://www.simonandschuster.com/books/The-Only-Road/Alexandra-Diaz/9781481457507
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Book ReviewBringing young adult readers closer to empathy for undocumented immigrants, this piece of fiction reads like a story ripped from the headlines. In Alexandra Diaz's The Only Road, Jaime, 12, and his 15 year old cousin Angela have no choice but to leave Guatemala where gang violence has claimed Miguel, Angela's brother and Jaime's best friend. The two must travel dangerous gang-ridden paths that would terrify even adults as they encounter death, violence, hunger, but also kindness on the road to New Mexico. Diaz paints a realistic picture of this expensive life-or-death trek thousands attempt daily (failing multiple times). Early high school readers should experience the book but, the young protagonists may be a reason they don't pick it up. The story however, is important, engaging right from the start, and worth every impossibly uncertain moment. The idea that the protagonists are children punctuates the narrative and makes the story more compelling. This page-turner will have readers looking onto the eyes of immigrants on the news and seeing Jaime and Angela. The Only Road comes with my highest recommendation.
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Teaching Ideas |
English Language Arts Grade 8
1. 8.7 The student will write in a variety of forms, including narration, exposition, persuasion, and informational. Students will select one character and over the course of the novel write four letters to home. In each of the four forms above, students should write a letter (to tell a story, to give information about a culture they encountered, to persuade a family member to do something, and to inform about life in New Mexico). Students should share letters with a partner and respond to each others' letters in the form of journal entries. 2. 8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry. After reading the novel, students will read "The New Colossus" (1883). This sonnet is located at the foot of the Statue of Liberty. Study the poet Emma Lazarus as a historical figure first (she was a child when she wrote the verse). Connect ideas in the sonnet to themes in the novel. After studying this study, students should practice by writing a sonnet of their own based on the same theme. United States History Since WWII 3. USII.9 The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by d) examining American foreign policy, immigration, the global environment, and other emerging issues. In class, discuss the specific American immigration policies that apply to the novel. In the form of a debate, students should take a side and defend or prosecute the characters in the novel. Each side should use "facts" from the novel as well as real US policy that they study in class. Fine Arts/Art History 4. AII.13 The student will examine and discuss social, political, economic, and cultural factors that influence works of art and design. http://www.utne.com/politics/undocumented-immigrants-art-zm0z13sozlin?slideshow=2 Students should look at the art exhibit linked above which is a slideshow of art created from found objects left behind by immigrants. Put students into groups and have each group select, respond to, and present one piece. In their responses, groups should discuss the social, political, economic and cultural aspect of the message each piece conveys. After presentations, students could even create their own pieces/sculptures with items from the story ( I imagine one inspired by Vida, the dog). Family Life Education 5. 12.9 The student will analyze stress and crisis situations which affect family life. Descriptive Statement: Stress situations and crises in the family are emphasized, particularly parental crises, death and dying, substance abuse, the termination of a marriage, role changes, job conflicts, loss of income, and serious illness. Students learn ways to prevent and manage such situations and crises and to ensure that the final outcome is positive. Students will demonstrate the ability to seek mental health services as needed when coping with violence. This SOL really connects tangentially to the novel. The characters involved had only one choice to deal with Miguel's death and the conflicts of the Alphas. A study of this particular objective emphasizes healthy, positive ways to handle stressful family situations in a different culture. A candid discussion about family stress, death and dying, substance abuse, and the other topics in this SOL allows connection to the novel and to students. |
Partner Titles |
1. Young Adult Novel La Linea by Ann Jaramillo
This novel (commended book for the Americas Award 2017) has an older protagonist who is 15. The story is similar but may appeal to an older audience. Reference: Jaramillo, A. (2006). La linea. New York: Roaring Brook Press. 2. Essay: read from " We Indians Have No Childhood" This is a short essay written by Rigoberta Menchu from Guatemala. It is a short piece which connects to the voice of child immigrants. This website also has excellent poetry and other literature from Central American authors. The digital version linked here is followed by a comprehension quiz. 3. Allegory: The Alchemist by Paulo Coelho Written by a Brazilian author, this short novel contains another journey, both a physical and spiritual one. The journey is a metaphor for life's journeys and the lessons we learn from those we encounter. Reference: Coelho, P. (1988). The alchemist. New York: Harper One. 4. Poem "New Clothes" by Julia Alvarez This poem would be an excellent accompaniment for the novel. Its themes deal with memories of family. It contains excellent alliteration and imagery that connects to memories. 5. First person fiction: Call Me Maria by Judith Ortiz Cofer This shorter (148 pages) more simple narrative written from an immigrant perspective would appeal to ELL students. Because this comes from a female point of view it may be more relatable for girls. Reference: Cofer, J. (2008). Call me Maria. Paradise: Paw Prints Press. |
Further Exploration |
1. Book Trailer for The Only Road created by the Author
www.youtube.com/watch?v=ENMbA5J-_Io Diaz creates a visual accompaniment for her text. 2. PBS Documentary film The Undocumented This documentary gives insight into the real issue of immigration through the lens of immigrants themselves. The piece is accompanied by a free video game! 3. Article: "Four Artists Who Are Reshaping America's Immigration Debate" Along with the art study in lesson ideas above, this is an interesting article introducing graphic artists (their work looks like rally posters) who stimulate discussion about immigration. 4. For Teachers: The Line Between Us This looks like an outstanding resource for teachers who discuss Mexican Immigration. It's written by a teacher and contains history, lesson plans and useful information to accompany this novel. 5. Also for teachers: "The Border: Resources for Teaching" This website provides numerous resources divided into easily navigable sections from narratives to maps and images to history, economics, media and news. Also has lesson plans and looks most helpful and reliable. 6. Art Installation: Artist and activist Ai Wi Wi created this piece of art in Berlin to raise awareness about another perilous journey taken by migrants. What a great companion piece for art classes (or any really) to compare and discuss. 7. US Immigration Website: This site contains information and applications for obtaining citizenship. I think exploring this site is terribly interesting and informative as an approach to empathizing with those who must use it. |
Reference List
Diaz, A. (2016). The only road. Simon & Schuster/Paula Wiseman Books. [Kindle DX version]. Retrieved from Amazon.com.
Education, V. D. (n.d.). Standards of Learning. Retrieved July 07, 2017, from http://www.doe.virginia.gov/testing/sol/standards_docs/
Education, V. D. (n.d.). Standards of Learning. Retrieved July 07, 2017, from http://www.doe.virginia.gov/testing/sol/standards_docs/