Curriculum / ELA / 7th Grade / Unit 5: Exploring Identity: American Born Chinese / Lesson 2
ELA
Unit 5
7th Grade
Lesson 2 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. 7 – 20
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How does the Monkey King’s perspective of himself change over the course of the chapter? How does the author use both text and illustrations to convey this change in perspective? Support your answer with specific evidence.
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 genre of the story in this chapter? How do you know? Pull out at least three details that support your answer.
How is the Monkey King viewed by the residents of his kingdom? How does the author use both text and illustrations to convey this point of view? Support your answer with specific evidence from the text.
How does the guard’s perspective of the Monkey King differ from the way the Monkey King sees himself? How does the author use both text and illustrations to convey the differences in their points of view? Support your answer with specific evidence from the text.
How do the party guests and guard initially react to the Monkey King? How does their point of view of him change by the time he leaves the party? Support your answer with specific evidence from the text.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
deity
n.
(p. 8)
a god or goddess
frolic
v.
to play and move cheerfully
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. 23 – 40
While reading, answer the following questions.
Where was Jin born? Where does he spend the first few years of his life?
What does Jin say he wants to be when he grows up?
How do the other students at Mayflower Elementary treat Jin when he first arrives? Provide two examples.
How does Jin feel about himself?
How does Jin initially treat Wei-Chen?
By the end of the chapter, how does Jin feel about Wei-Chen?
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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.
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 1
Lesson 3
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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