Exploring Identity: American Born Chinese

Lesson 3
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ELA

Unit 5

7th Grade

Lesson 3 of 22

Objective


Explain how Yang uses both text, images, and structure to develop meaning in American Born Chinese.

Readings and Materials


  • Book: American Born Chinese by Gene Luen Yang  pp. 23 – 40

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Target Task


Writing Prompt

Reread pages 30 and 36. What is similar and different about these pages? What impact does this structural choice have on the reader’s understanding of the plot and characters?

Sample Response

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Key Questions


Close Read Questions

  • Why does the author use angle brackets (< >) around some dialogue in the text? How does the use of brackets in some dialogue—but not all dialogue—help us better understand our main character?

  • How does the structure/arrangement of the first four panels on page 32 contribute to the reader’s understanding of characters? What do these panels reveal about how much Jin’s life has changed since he moved?

  • On pages 34 through 35, Yang introduces the character of Peter Garbinsky. How do the text and images work together to develop your understanding of Jin’s relationship with Peter? Support your answer with specific examples from both the text and images on these pages.

Discussion Questions

  • On page 36, the narrator reflects that when he first saw Wei-Chen, "Something made me want to beat him up." What does this reaction reveal about Jin and the way he sees himself?

Exit Ticket

Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.

Vocabulary


Text-based

forfeit

v.

(p. 29)

to lose or be forced to give something up as punishment for wrongdoing

stereotype

n.

an overgeneralized (and often offensive) belief about a specific group of people

Notes


  • This chapter contains stereotypes/ideas about Asian people that your students may have heard (particularly the idea that Chinese people eat dogs). It is true that dog meat is eaten in a number of countries around the world, including China. However, not all Chinese people eat dog meat (not to mention the fact that our protagonist was born in America and not China). Remind students that it is never acceptable to tease people about cultural practices, even if you do not agree with them, and there are many things that we consider normal in America that people in other countries think are strange, weird, or even disgusting. You may want to have students reflect back on what they learned about stereotypes in the first lesson.
  • Additionally on page 33, one of the characters calls another "pansy boy," which is an homophobic phrase. Jin and Peter also play a game called "Let’s be Jews" (p. 35) where Jin is depicted wearing a bra as a yarmulke (a Jewish head covering). Ask students to consider what the reader can infer about tolerance and acceptance of differences in the community where Jin lives.

Homework


To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.

While reading, answer the following questions.

  • What is the background of the writer of this essay?

  • Where does Pow say that she sees many stereotypes about Asian people presented?

  • How do these stereotypes make her feel? 

Enhanced Lesson Plan

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Common Core Standards


  • RL.7.5 — Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Supporting Standards

L.7.6
RL.7.1
RL.7.2
RL.7.3
RL.7.4
RL.7.10
SL.7.1
SL.7.6
W.7.1
W.7.1.a
W.7.1.b
W.7.4
W.7.9.a
W.7.9.b
W.7.10
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Lesson 2

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Lesson 4

Lesson Map

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