Curriculum / ELA / 7th Grade / Unit 5: Exploring Identity: American Born Chinese / Lesson 21

Exploring Identity: American Born Chinese

Lesson 21

ELA

Unit 5

7th Grade

Lesson 21 of 21

The following assessments accompany Unit 5. For more guidance, see the Summative Assessments and Assessments Accommodations & Modifications Teacher Tools.

Content Assessment

The Content Assessment tests students' ability to read a "cold" or unfamiliar passage and answer multiple choice and short answer questions. Additionally, a longer writing prompt pushes students to synthesize unit content knowledge or unit essential questions in writing. The Content Assessment should be used as the primary assessment because it shows mastery of unit content knowledge and standards.

Vocabulary Assessment

The Vocabulary Assessment measures students' acquisition of text-based vocabulary words from the unit.

Lesson 20

Lesson Map

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

American Born Chinese pp. 7–20

Standards

RL.7.5RL.7.6

Explain how Yang uses text, images, and structure to develop meaning in American Born Chinese.

American Born Chinese pp. 23–38

Standards

RL.7.5

progress
monitoring

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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 how the author uses word choice to convey their tone and explain how these choices convey the author's perspective.

“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.7.3RI.7.4RI.7.6

progress
monitoring

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Explain why Yang 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 (G7, U5, L5)”

Standards

RI.7.6RL.7.5

progress
monitoring

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Contrast different characters' perspectives and explain how Yang 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

Identify and contrast different characters' points of view and explain how Yang develops them through text and illustrations.

American Born Chinese pp. 109–130

Standards

RL.7.6

Identify themes and explain how Yang structures the graphics 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 and by other characters, and how specific events drive the plot of American Born Chinese.

American Born Chinese pp. 163–198

Standards

RL.7.3

Analyze how Yang 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

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

“This Chinese...”
American Born Chinese — Afterword

Standards

RI.7.3RI.7.6

progress
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Socratic Seminar

Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.

American Born Chinese — Afterword
“This Chinese...”
“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 (G7, U5, L5)”

Standards

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

Unpack the expectations of an informational writing task, brainstorm research questions, and begin to gather evidence for a slideshow presentation.

Standards

SL.7.5W.7.2W.7.7

Use search terms effectively, assess the credibility of online research sources, and gather evidence in preparation for creating a slideshow presentation.

Standards

W.7.2W.7.7W.7.8

Gather information from multiple sources and create an outline for a slideshow presentation.

Standards

W.7.2W.7.2.aW.7.8W.7.9

Draft informational paragraphs for each slide of a presentation.

Standards

W.7.2W.7.2.bW.7.2.cW.7.2.d

Design and build an informational slideshow presentation, complete with clear bullet points and images.

Standards

SL.7.5W.7.2W.7.2.aW.7.2.bW.7.6

Create a bibliography slide and make any final edits to presentations.
Differentiate between phrases and clauses.

Standards

L.7.1L.7.1.aW.7.2W.7.8

Present informational slideshow presentations.

Standards

SL.7.4SL.7.5W.7.2

2 days

Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.

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