Week _______1_______ Main goal for this week: Introduce students to literary unit and familiarize them with conceptual/controversial topics such as stereotyping.
Monday | Tuesday | Wednesday | Thursday | Friday | |
Description of activities | Introduce graphic novels to students as a medium of visual storytelling; provide relevant historical background information and example texts, incorporate digital media as an informative source, integrate class discussion and comparison | Utilize digital media to 1. Present controversial topic of stereotyping through various identifiable multimedia clips and 2. Collectively integrate student opinions/thoughts | Introduction of text American Born Chinese followed by student theater style for Sect 1 (voice and sound effect imitation) to generate student interest, then group/class discussion on corresponding questions | 5 minute free write and 5 minute optional student share response; popcorn style reading for Sect 2 to keep students alert and on track | 5 minute free write and 5 minute optional student share response; independent reading for Sect 3; introduction of Comic Life and final semester project |
What students will be doing | Students will generate group-oriented discussion on graphic novels, its literary elements, and its comparison to other mediums of storytelling such as film, comics, novels, poems, dramas, etc. | Students will identify with various multimedia presentations and have the opportunity to both collectively give their own input, and reflect independently pre and post class discussion. | Students will devote their period to 1. Understanding the historical context of the graphic novel through power point presentation, 2. Reading the assigned section and 3. Wrapping up with a group discussion. | Free Write Topic for Sect 2: Have you ever been “new” to an environment where you didn’t necessarily fit in? How did this make you feel? Students will then read Section 2, followed by discussion. | Free Write Topic for Sect 3: Have you been personally affected by stereotypes, or know somebody who has? If so, elaborate. Students will then read section 3, followed by discussion. |
What/how you’ll teach | Closely monitor group discussion, lead power point presentations, integrate group discussions through a final, concluding class discussion (and my closing remarks on graphic novels, see attached lesson plan) | Compile student thoughts into a cohesive handout. Encourage them to complicate the meaning of stereotypes by thinking outside of the box and identifying with their own personal experiences. | Monitor group discussions, lead the power point presentations, provide adequate background information about the novel, manage the student-oriented assigned reading. | Monitor group discussion on stereotypes and its first evidenced use in the text. Discuss as a class the effectiveness of the plot being structured this way (compare other ways). | Monitor student-directed reading, then distribute corresponding handout for them to use as a guideline in discussion and answering questions. |
What will be learned (and how will you know?) | Students will achieve a better understanding of the graphic novel’s function in the literary realm, as a basis of visual storytelling. Their discussions should reflect this. | Students should generate more awareness about stereotypes that will be applied to their reading of ABC beginning tomorrow. Their free writes should reflect this. | Students will demonstrate reading comprehension through the final wrap up discussion questions, both in groups and collectively as a class. | Students show competence in being able to apply what they have learned/reflected on so far to our reading. Evidenced through peer and class discussions. | Students will develop a stronger understanding of the structure of the story through the handout: the three parallel, interwoven stories, (text- within-a-text framework) development of characters, and sequencing of plot. |
Week _______2__________ Main goal for this week: Through individual, group and class work, students should demonstrate proficiency in reading comprehension, class-oriented discussions, blog prompts, and reflection free-writes.
Monday | Tuesday | Wednesday | Thursday | Friday | |
Description of activities | Individual blogging in the computer lab. One general, personalized blog (either conceptual or opinion) and one plot-oriented prompt. | 5 minute free write and 5 minute optional student share response; popcorn style reading to keep students alert and on track | 5 minute free write and 5 minute optional student share response; student theater style (voice and sound effect imitation) reading to generate student interest | 5 minute free write and 5 minute optional student share response; students have option of either popcorn reading, reading theater, group reading, or silent reading | Introduce individual final project: original comic book, using digital media Storybird, with student comic convention “exposition” as the final unit wrap-up. Have students begin brainstorming ideas. |
What students will be doing | Students will spend the class period blogging on the following topics: Given your impressions of stereotypes thus far, what is the role of identity in Jin’s life? Do you personally identify with this? Elaborate. Make a prediction of where this novel will take us with this week’s readings. | Free Write on Sect 4: There is a lot of discussion on transformation and discipline in this section of the reading. When was a time you felt the most motivated in a project? What kind of project was it? Can you relate to the Monkey King’s persistence in proving himself to all the individual rulers? | Free Write on Sect 5: Describe a time when somebody you knew showed you kindness; this could be anything, from a small courteous gesture to friendship in a time of need. How do you imagine you’d feel if you were Wei-Chan, and Jin was your best friend? Refer back to his monologue scene. | Free Write on Sect 6: Write about your initial reaction to Chin Kee, noting the exaggerated stereotypes and the pun on his name. Have you ever been in either his position (an outsider) or in Danny’s position (an insider)? If so, what was it? How did this make you feel? Open ended discussion/debate on parodies: are they effective in getting the message across, or too brutally offensive at times? | Students will have time in class to begin brainstorming ideas for their comic books. Share these in groups, and fill out an outline handout I provide them to help them organize their thoughts. Open class discussion on the week’s readings, to clarify any questions they may have. |
What/how you’ll teach | Supervise student conduct, ensure all students stay focused and on-task, clarify blog prompt, answer any questions if needed. | Devote some of the class period to reviewing their project outlines from Friday. Exchange papers with peers and have them comment/revise, and also read over my feedback. Answer questions if needed. | Take volunteers/assign roles for voice actors, alternate reading roles halfway through period to ensure that every student is actively involved. Discuss first as a group, then as a class the importance of individual values, citing both textual examples and student personal experiences. | Discuss “satire” and its resounding impact on the novel. What is the purpose of writing this graphic novel this way, in addressing certain worldly issues? Is it effective (dark humor) or offensive? | Monitor student work ethic, using handout as a guideline to help them organize their thoughts, and to help me follow their ideas/plot better. Walk around and sit with each group and listen silently to their ideas/suggestions. |
What will be learned (and how will you know?) | Assess student understanding of reading material. Have them apply their knowledge in both a factual sense (plot prompt) and individual sense (conceptual/opinion prompt.) Commenting on their peers’ work shows ability to review and receive other opinions. | Further understanding of subject matter and a broader, more comprehensive range of feedback on project ideas. Allows students to begin assessing each others’ work, a prelude to the actual assessment at the final comic book convention exposition. | Relevant examples help students identify with the themes in this assigned reading. Finding their own values is just as important as being able to recognize others’ moral values (as detailed in ABC). Integration of both text and experience enables a more open minded perspective. | Students learn new terminology and apply it to real world situations. Integration of other parody examples (ex: SNL) and opinion-generated conversation demonstrates understanding of “satire,” “parody” and stereotyping. | Students have the opportunity to create an original piece demonstrating their knowledge on the reading material and its associated thematic concepts: enables both creativity and relevant learning. Ideas are the first step in the process, and the handout is evidence of their work. |
Week _______3__________ Main goal for this week: Students should show mastery of reading material through engagement in thematic/conceptual issues, peer-oriented discussions, and individual original final projects.
Monday | Tuesday | Wednesday | Thursday | Friday | |
Description of activities | Individual blogging in the computer lab. One general, personalized blog (either conceptual or opinion) and one plot-oriented prompt. | Catch-up day opportunity for students in the computer lab or classroom. | 5 minute free write and 5 minute optional student share response; popcorn style reading to keep students alert and on track | 5 minute free write and 5 minute optional student share response; student theater style (voice and sound effect imitation) reading to generate student interest | Individual comic book projects: work and revision in the computer lab. |
What students will be doing | Students will spend the class period in the computer lab blogging on the following topic: What do you make of the character personas we see so far, and how is this applicable to our discussion on stereotypes? | Students are provided with a “catch-up” day to either review and finish up the previously assigned readings, or to continue working on their comic books. | Free write topic for Sect 7: Wong Lai Tsao is “unremarkable” compared to the other legendary monks, but one quality stands out: his kindness towards others. What is one good quality that you possess? Tell a story about this. | Free write topic for Sect 8: Would you change who you are and be someone you’re not in order to be “worthy,” as Jin says, of someone else? What do you think of Jin’s transformation into Danny? Have you had ever been in his position before and had an identity conflict? | Students will spend the class period working on their individual comic books in the computer lab. |
What/how you’ll teach | Supervise student conduct, ensure all students stay focused and on-task, clarify blog prompt, answer any questions if needed. | Quietly monitor student work ethic, make sure students are working conscientiously and all caught up on their reading material, individual help if necessary. | Discuss characterization. Based on the reading so far, how would you characterize Jin, the Monkey King, and Wei-Chan? What are some good and bad qualities they possess? How does this change your perspective on stereotypes of different racial classes? | Take volunteers/assign roles for voice actors, alternate reading roles halfway through period to ensure that every student is actively involved. Discussion on concept of identity: what does it mean to secure you own identity, and why is that so important to cultural heritage? | Monitor student progress, answer questions if needed, spend time reviewing individual work and giving constructive feedback. |
What will be learned (and how will you know?) | Assess student understanding of reading material. Have them apply their knowledge in both a factual sense (plot prompt) and individual sense (conceptual/opinion prompt.) | Students will obtain a better understanding of the material by actively creating their own original graphic arts piece, using American Born Chinese as a archetypical model. | Reflect back on stereotypes and how these play into individual characterizations. Each character is different, not confined to a specific “type” based on race, as this section proves. Open group and class discussion allows for expression of different opinions. | Important of identity and its relevant to cultural heritage. Being “immobilized” by tradition versus “transforming” into a contemporary ideal, as in the literal case of Jin. Free write and open discussion introduces identity conflicts and how this functions in the real world. | Same as Tuesday: students will obtain a better understanding of the material by actively creating their own original grapic arts piece, using American Born Chinese as a archetypical model. |
Week _______4_________ Main goal for this week: Students should demonstrate knowledge and expertise on the literary unit as a whole by presenting their final projects in a peer-reviewed exposition.
Monday | Tuesday | Wednesday | Thursday | Friday | |
Description of activities | Individually work on, finish, and polish up comic books for final presentations to the class. | 5 minute free write and 5 minute optional student share response; students have option of either popcorn reading, reading theater, group reading, or silent reading | Individual blogging in the computer lab. One general, personalized blog (either conceptual or opinion) and one plot-oriented prompt. | Comic Book Convention: grand revelation of final projects; students have the opportunity to publicly showcase their work exposition style, and comment on their peers’ work | Continue and finish up comic book convention presentation. Closing commentary. |
What students will be doing | Students will dedicate the entire period to finishing up their comic book projects, which will be displayed and critiqued in an exposition fashion over the course of the next couple of days (the remaining 2 days of the literature unit on American Born Chinese.) | Free Write Topic for Sect 9: Reflect on your attitudes regarding stereotypes. Compare your reaction to Chin-Kee now to your initial impression of him; has anything changed, and what so? Discuss as a class some of the obvious stereotypes in this section: ex, the karate moves “General Tsao Rooster Punch, Hot and Sour Willy, Kung Pao Attack, Mooshu Fist.” Extra Credit Opportunity if there is time available at remainder of period | Students will spend the class period in the computer lab blogging on the following topics: What is the major contrast you see in this novel between the stereotypical “FOB” and the Americanized, or whitewashed, “ABC”? Does Wei Chan’s transformation in the end surprise you? Why or why not? What about Chin Kee’s revelation? Discuss both of these in detail. | Students will have the opportunity to exhibit and explain their work in elaborate detail: what themes resonate in their comic books? How is this relevant to the themes we’ve discussed in class? How does it compare to graphic novels like Maus or ABC? They will also have time to observe and critique their peers’ work. | Continuation of the previous day: wrap-up of literature unit and comic book convention. Final thoughts/reflections: are comic books a good way to convey central conceptual issues such as stereotypes, identity, and heritage? Why or why not? How did this unit and project broaden your understanding of American Born Chinese? |
What/how you’ll teach | Quietly monitor student work ethic, make sure students are working conscientiously and all caught up on their reading material, individual help if necessary. | Generate student opinions on stereotypes: before and after. Compile a list of “reactionary” words and responses into a cohesive handout for students to later reference and possibly integrate into their final comic book discussions. | Supervise student conduct, ensure all students stay focused and on-task, clarify blog prompt, answer any questions if needed. | Organize exposition and ensure all students are actively participating. Apply grading rubric (see attached.) | Continue to monitor student progress and participation, and apply individual grading rubric. Lead open class discussion/collaboration on final ABC thoughts and reflections for remainder of period. |
What will be learned (and how will you know?) | Students will obtain a better understanding of the material by actively creating their own original graphic arts piece, using American Born Chinese as a archetypical model. | Students’ vocalization of their opinions demonstrate competence in knowledge area, and their understanding of/respect towards cultural differences. | Assess student understanding of reading material. Have them apply their knowledge in both a factual sense (plot prompt) and individual sense (conceptual/opinion prompt.) | Greater appreciation, not only of other cultural differences (as presented in ABC), but of their peers’ individualistic works, as well. Exposition style gives them the opportunity to both reflect on their own work and adequately assess their peers’ work. Explaining their comic books in detail will show understanding and mastering of material and thematic concepts. | Same as previous day, with the addition of final reflection/closing thoughts. Throughout the course of this literature unit, students have 1. Gained a better perspective on wordly issues such as stereotypes and national identity, 2. Personalized and contexualized this within real world affairs, 3. Demonstrated their understanding through conceptual/plot-oriented weekly blog posts, 4. Created an original project of their own, using ABC as a model, 5. Discussed their thoughts in free writes, groups, and open class discussions, and 6. Explained their projects as “experts” while reviewing their peers’ work using skills/knowledge obtained from reading the assigned material. |
