Curriculum / ELA / 7th Grade / Unit 5: Exploring Identity: American Born Chinese / Lesson 8
ELA
Unit 5
7th Grade
Lesson 8 of 22
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Identify and contrast different characters’ points of view and explain how Yang develops them through text and illustrations.
Book: American Born Chinese by Gene Luen Yang pp. 109 – 129
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Does Chin-Kee’s presence change the way that the other characters in the chapter view Danny? Support your answer with at least 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 Danny’s perspective of his cousin Chin-Kee? Support your answer with at least six examples from the chapter that communicate this point of view: three from images and three from dialogue.
How does Danny’s teachers’ perspective of Chin-Kee differ from Danny’s? How does the author use both text and images to communicate this difference in perspective? Provide examples from the text.
How does the author develop the idea that the "audience’s" perspective of Chin-Kee is different from Danny’s? Support your answer with specific evidence from the text.
Have you ever been in a situation where you were judged based on the behavior/identity of a family member or friend? How did you respond?
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
jeopardize
v.
(p. 123)
put (someone or something) into a situation in which there is a danger of loss, harm, or failure
inevitable
adj.
(p. 115)
certain to happen; unavoidable
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. 133 – 160
While reading, answer the following questions.
Who is Wong Lai-Tsao?
What mission does Tze Yo Tzuh give to Wong Lai-Tsao?
What does Wong Lai-Tsao ask the Monkey King to do?
Why does the Monkey King ultimately decide to help Wong Lai-Tsao?
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RL.7.6 — Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
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.
RL.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.
RL.7.2 — Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.7.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.5 — Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
RL.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.
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.a — Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history").
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 7
Lesson 9
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
RL.7.6
Explain how Yang uses both text, images, and structure to develop meaning in American Born Chinese.
RL.7.5
Identify several pervasive stereotypes about Asian Americans and explain how stereotypes can impact a person’s behavior and beliefs.
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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