Curriculum / ELA / 7th Grade / Unit 5: Exploring Identity: American Born Chinese / Lesson 12
ELA
Unit 5
7th Grade
Lesson 12 of 22
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Identify themes in American Born Chinese, and explain how Yang develops them over the course of the text.
Book: American Born Chinese by Gene Luen Yang
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What theme(s) does Yang develop in this book about self-acceptance? Provide at least one strong theme statement and identify two places in the text where he develops this theme.
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 experience causes the Monkey King to try and transform himself? How is this similar to the experience that causes Jin to transform himself? Provide evidence from the text to support your answer.
What are the consequences that Jin and the Monkey King face for refusing to accept their true forms? Provide specific evidence from the text to support your answer.
How do the Monkey King and Jin’s lives change once they learn to accept their true identities? Provide specific evidence from the text to support your answer.
What questions do you still have about this text?
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.
Article: “This Chinese-American Cartoonist Forces Us to Face Racist Stereotypes” by Joshua Barajas
While reading, answer the following questions.
Why did Yang write American Born Chinese?
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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.
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.7.3 — Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
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.7.10 — 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.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 11
Lesson 13
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
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.
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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