Curriculum / ELA / 7th Grade / Unit 5: Exploring Identity: American Born Chinese / Lesson 4
ELA
Unit 5
7th Grade
Lesson 4 of 22
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Identify several pervasive stereotypes about Asian Americans and explain how stereotypes can impact a person’s behavior and beliefs.
Article: “That's Not Who I Am: Calling Out and Challenging Stereotypes of Asian Americans” by Whitney Pow — paragraphs 1-19 and "How do we Fix These Things?"
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How has the prevalence of stereotypes about Asian Americans impacted the way that others view (and treat) author Whitney Pow? Support your answer with two pieces of specific evidence from the text.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
What is the author’s purpose in this article? Provide evidence from the text to support your answer.
What central, pervasive stereotype about Asian Americans does Pow identify and analyze in this article? Explain this stereotype in your own words.
How do these stereotypes about Asian Americans "erase" Pow’s own identity and experience as an Asian American? Provide evidence from the article to support your answer.
What similarities do you see between Pow’s experience with stereotypes and Jin’s?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
caricature
n.
a picture, description, or imitation of a person in which certain characteristics are exaggerated in order to create a comic or disturbing effect (paragraph 15)
pervasive
adj.
distributed or spreading widely through an area or a group of people (paragraph 5)
perceive
v.
to interpret or look at something/someone in a specific way (paragraph 14)
Suggestions for teachers to help them teach this lesson
Reading and/or task to be completed at home in preparation for the next lesson.
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.
Book: American Born Chinese by Gene Luen Yang pp. 43 – 52
While reading, answer the following questions.
Who is the protagonist in this chapter?
Who is Chin-Kee?
How does the main character feel about Chin-Kee?
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RI.7.3 — Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Standards that are practiced daily but are not priority standards of the unit
L.7.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RI.7.1 — Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2 — Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RI.7.6 — Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
RI.7.10 — By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.7.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.7.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.7.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.7.1.a — Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
W.7.1.b — Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.7.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.7.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.9.b — Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").
W.7.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Lesson 3
Lesson 5
Explain the basic features of a graphic novel, approaches to reading a graphic novel, and how structure contributes to meaning.
RI.7.2 RI.7.5
Identify and contrast different characters’ points of view and explain how Yang develops them through text and illustrations.
RL.7.6
Explain how Yang uses both text, images, and structure to develop meaning in American Born Chinese.
RL.7.5
RI.7.3
Explain how Yang uses the structure of a sitcom to create meaning American Born Chinese.
Explain how characters’ behavior and beliefs are shaped by events, setting, and by other characters in American Born Chinese.
RL.7.3
Identify themes and explain how Yang develops these over the course of a chapter.
RL.7.2
Explain how characters’ behavior and beliefs are shaped by events and by other characters, and how specific events propel the plot of American Born Chinese.
Craft objective summaries of specific sections of text in the final chapter of American Born Chinese.
Identify themes in American Born Chinese, and explain how Yang develops them over the course of the text.
Explain how Yang’s own life experiences influenced the content of his graphic novel, American Born Chinese.
Socratic Seminar
Engage in a Socratic seminar with peers, responding directly to others by rephrasing and delineating arguments, determining the strength of evidence, and posing clarifying questions.
RL.7.1 SL.7.1.d SL.7.3 SL.7.4
Writing
Unpack the expectations of an informational writing task, brainstorm research questions, and begin to gather evidence for a slideshow presentation.
SL.7.5 W.7.2 W.7.7
Use search terms effectively, assess the credibility of online research sources, and gather evidence in preparation for creating a slideshow presentation.
W.7.2 W.7.7 W.7.8
Gather information from multiple sources and create an outline for a slideshow presentation.
W.7.2 W.7.2.a W.7.8 W.7.9
Draft informational paragraphs for each slide of a presentation.
W.7.2 W.7.2.b W.7.2.c W.7.2.d
Design and build an informational slideshow presentation, complete with clear bullet points and images.
SL.7.5 W.7.2 W.7.2.a W.7.2.b W.7.6
L.7.1 L.7.1.a W.7.2 W.7.8
Present informational slideshow presentations.
SL.7.4 SL.7.5 W.7.2
Assessment – 2 days
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