Exploring Identity: American Born Chinese

Explain how the author structures the graphic novel to convey the shift in Monkey King's perspective of himself.

American Born Chinese pp. 7–20

Standards

RL.7.5RL.7.6

Explain how the author uses text, images, and structure to develop meaning in a graphic novel.

American Born Chinese pp. 23–38

Standards

RL.7.5

Determine the author's perspective on the legacy of the Chinese Exclusion Act on Immigration in America and her purpose for writing the article.

“As Chinese Exclusion Act Turns 135, Experts Point To Parallels Today”
American Born Chinese pp. 23–40

Standards

RI.7.6

Analyze the author's perspective and purpose for writing a text.

“That's Not Who I Am: Calling Out and Challenging Stereotypes of Asian Americans” — paragraphs 1–19 and "How do we fix these things?"

Standards

RI.7.4RI.7.6RI.7.8

Explain how the author uses the structure of a sitcom to create meaning in American Born Chinese.

American Born Chinese pp. 43–52
“That's Not Who I Am: Calling Out and Challenging Stereotypes of Asian Americans” — paragraphs 1–19 and "How do we fix these things?"
“Heart and Humor: How American Sitcoms Reflect Society”

Standards

RI.7.6RL.7.5

Contrast different characters' perspectives and explain how the author develops them through the structure of the graphic novel.

American Born Chinese pp. 55–84

Standards

RL.7.5RL.7.6

Explain how characters' behavior and beliefs are shaped by events, settings, and other characters in American Born Chinese.

American Born Chinese pp. 87–106

Standards

RL.7.3RL.7.5

Writing

5 days

Overview

Write an informational letter that informs and recommends.

Day 1 - Planning

Research and collect information from credible sources that include precise language and domain-specific vocabulary about an individual's accomplishments.

Two-Column Notes Template (G6–8)
List of Asian/Pacific Americans (G7, U5)

Standards

W.7.6W.7.7W.7.8

Day 2 - Planning

Draft an outline that includes precise language and domain-specific vocabulary to inform the reader about your individual.

Day 3 - Drafting / Language

Letter
Informational Multi-Paragraph Outline (G6–8)

Standards

W.7.10W.7.8

Draft a letter that incorporates compound-complex sentences and informs the reader using a formal style.

Standards

L.7.1.bW.7.2.e

Day 4 - Drafting

Draft a conclusion to a letter that supports and emphasizes the individual's accomplishments.

Letter
Informational Multi-Paragraph Outline (G6–8)
Stamp Template (G7, U5, L8)

Standards

W.7.2.dW.7.2.eW.7.2.f

Day 5 - Publishing

Writers use technology to publish their letters and interact with others to learn about the extraordinary and enduring contributions of the AAPI Community.

Directions to Create an EduBlog Slide Deck (G7, U5, L8)
Stamp Advisory Committee Note Catcher (G7, U5, L8)

Standards

W.7.2W.7.6

Identify and contrast different characters' perspectives and explain how the author develops them.

American Born Chinese pp. 109–130

Standards

RL.7.6

Identify themes and explain how the author structures the panels to develop the theme over the course of a chapter.

American Born Chinese pp. 133–160

Standards

RL.7.2RL.7.5

Explain how characters' behavior and beliefs are shaped by events, societal factors, and by other characters.

American Born Chinese pp. 163–198

Standards

RL.7.3

Analyze how the author structures the climax and resolution of the novel to reveal a theme of American Born Chinese.

American Born Chinese pp. 201–233

Standards

RL.7.2RL.7.5

Analyze the author's purpose for writing American Born Chinese.

“This Chinese American cartoonist forces us to face racist stereotypes”
American Born Chinese — Afterword

Standards

RI.7.3RI.7.6

Socratic Seminar

Engage in a Socratic Seminar with peers, demonstrating a deep understanding of the text and topic by posing and responding to questions and providing evidence to support ideas.

American Born Chinese — Afterword
“This Chinese American cartoonist forces us to face racist stereotypes”
“That's Not Who I Am: Calling Out and Challenging Stereotypes of Asian Americans” — paragraphs 1–19 and "How do we fix these things?"
“As Chinese Exclusion Act Turns 135, Experts Point To Parallels Today”
“Heart and Humor: How American Sitcoms Reflect Society”

Standards

SL.7.1SL.7.1.aSL.7.1.bSL.7.4

Writing

4 days

Overview

Extend the ending of American Born Chinese by developing imagined experiences that build on the plot and maintain the author's style.

Day 1 Planning

Plan an extended ending for American Born Chinese that builds on the plot of the story.

Standards

W.7.3W.7.3.aW.7.3.e

Day 2 Drafting

Draft text features of a graphic novel that convey the plot points on the planning page.

Standards

W.7.3.b

Day 3 Drafting/Language

Draft an extended ending to American Born Chinese that uses transitional language in compound-complex sentences to sequence events and indicate shifts in setting.

Standards

L.7.1.bW.7.3.bW.7.3.c

Day 4 Drafting

Illustrate the pictures that convey character actions, emotions, and setting.

Standards

W.7.3W.7.3.bW.7.3.e