Exploring Identity: American Born Chinese

Lesson 5
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ELA

Unit 5

7th Grade

Lesson 5 of 22

Objective


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

Readings and Materials


  • Book: American Born Chinese by Gene Luen Yang  pp. 43 – 52

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Target Task


Writing Prompt

Look carefully at the image on page 48. What do you notice about the text and illustrations of this page? What stereotypes has Yang referenced in this drawing?

Why do you think that Yang chose to depict Chin-Kee this way?

Sample Response

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Key Questions


Close Read Questions

  • How does today’s chapter reflect/follow the conventions of a traditional American sitcom? Provide at least two examples.

  • How does the "audience" respond to Chin-Kee? How does this compare to the way that Danny responds to Chin-Kee? Support your answer with examples of text and images.

  • How does the author use text and images to emphasize the difference between Chin-Kee and Danny? Provide at least two specific examples from this chapter.

Discussion Questions

  • Why do you think that Yang chose to structure this chapter as a sitcom? What is he trying to say about the power of media? Think back to yesterday’s reading and explain your thinking.

Notes


  • Part of the way that Yang communicates Chin-Kee’s "otherness" is through the way that he speaks to and about Melanie. The objectification and harassment of women (played for laughs) is a very common trope in sitcoms. 
  • This chapter contains a number of ugly, deeply problematic stereotypes about Chinese people—stereotypes that your students may or may not be familiar with (some of which are referenced in the article students read yesterday). Consider engaging your students in a discussion about whether they think it is okay to laugh at Chin-Kee, and why we sometimes laugh at things that make us uncomfortable, or that strike us as absurd—even if we know they are hurtful. Ask students to reflect on how it makes them feel to see these offensive stereotypes portrayed in this text. As always, think about what you can do to maintain a safe classroom environment for all students.

Homework


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. 55 – 84

While reading, answer the following questions.

  • What skills does the Monkey King cultivate in his royal chamber?

  • Why does the Monkey King receive a letter from Heaven?

  • What is his new name?

  • What does the Monkey King do to convince the other deities that he has changed?

  • Who is Tze-Yo-Tzuh?

  • What does Tze-Yo-Tzuh do to the Monkey King at the end of this chapter?

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Common Core Standards


  • RL.7.5 — Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Supporting Standards

L.7.6
RL.7.1
RL.7.2
RL.7.3
RL.7.4
RL.7.10
SL.7.1
SL.7.6
W.7.1
W.7.1.a
W.7.1.b
W.7.4
W.7.9
W.7.9.b
W.7.10
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