Curriculum / ELA / 7th Grade / Unit 5: Exploring Identity: American Born Chinese / Lesson 7
ELA
Unit 5
7th Grade
Lesson 7 of 22
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
Explain how characters’ behavior and beliefs are shaped by events, setting, and by other characters in American Born Chinese.
Book: American Born Chinese by Gene Luen Yang pp. 87 – 106
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
On page 105, Jin asks Amelia out. What does he most likely believe is the reason she agrees? What is likely the real reason she agrees? Support your answer with evidence from pages 102 through 105, using information you have gathered from both text and images.
Upgrade to Fishtank Plus to view Sample Response.
Questions about the text that will help guide the students understanding
How does Amelia’s presence (and even the idea of Amelia) impact Jin’s thoughts, emotions, and behavior? Support your answer with at least three pieces of evidence from this chapter, pulled from both text and images.
How does Greg’s presence (and even the idea of Greg) impact Jin thoughts, emotions, and behavior? Support your answer with specific evidence from the text.
Reread page 96. Characters are shown laughing in the first and third panels. How does context change the meaning and impact of this laughter? Support your answer with specific evidence from both the images and text of this page.
Describe Wei-Chen’s relationship with Jin. How has it changed since their very first interaction? What impact has Jin had on Wei-Chen’s life?
Or
Think about the scene from A Raisin in the Sun where Beneatha dramatically changes her hair. What is the connection between hair and racial identity? How is Jin’s decision to change his hair similar to and different from Beneatha’s?
Suggestions for teachers to help them teach this lesson
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. 109 – 129
While reading, answer the following questions.
How does Chin-Kee feel about attending American school with Danny?
How does Chin-Kee behave at school?
What has happened in the past when Chin-Kee came to school with Danny? What is Danny worried will happen at this school?
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
RL.7.3 — Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
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.b — Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").
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.
Next
Identify and contrast different characters’ points of view and explain how Yang develops them through text and illustrations.
Explain the basic features of a graphic novel, approaches to reading a graphic novel, and how structure contributes to meaning.
Standards
RI.7.2RI.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.
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.
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.7.1SL.7.1.dSL.7.3SL.7.4
Unpack the expectations of an informational writing task, brainstorm research questions, and begin to gather evidence for a slideshow presentation.
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.
W.7.2W.7.7W.7.8
Gather information from multiple sources and create an outline for a slideshow presentation.
W.7.2W.7.2.aW.7.8W.7.9
Draft informational paragraphs for each slide of a presentation.
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.
SL.7.5W.7.2W.7.2.aW.7.2.bW.7.6
L.7.1L.7.1.aW.7.2W.7.8
Present informational slideshow presentations.
SL.7.4SL.7.5W.7.2
2 days
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free