Beatriz Larios CI 403 Lesson Plan #3 Tittle: Introduction to American Born Chinese: Exploring what means to be ChineseAmerican.

Time: 50 mins Setting: refer to the student population tab. Theory Into Practice/Background: With the start of the book, I wanted to start the book as a class together. Burke quotes a study by Fisher, Frey and Williams that followed school wide reading strategies. The following seven defensible strategies consistently improved student achievement at the high school level: read-aloud, K-W-L charts, graphic organizers, vocabulary instructions, writing to learn structured note taking, and reciprocal teaching. It helps students understand texts better and improve their literacy skills when they practice reading aloud. Examples of background content information that a teacher will use is having a list of stereotypes to get the students started, All Asians are Chinese, have money, are smart etc. I will also emphasis that they have to be appropriate stereotypes for the classroom environment. The teacher should provide an example of a character ie. Kwan-is Chinese, eccentric, has yin eye, looks younger than her actual years, tells story, has an accented English etc. The content material that students will use in this lesson are the character maps in which they will write down the characters they are introduced to as well as characteristics. This lesson is linked to the lesson that follows because in the next lesson they will be completing an essay comparing and contrasting one main character from each text. By having these already filled out, they can use them as a reference. Objectives: Students will establish connections between personal experiences and prior knowledge to the texts and assignments. Materials: Students need both American Born Chinese and The Hundred Secret Senses, character map worksheet, a pen, and an active reading chart worksheet. Preparation: The class is going to be arranged in five groups of five. Procedure: First, I am going to have the students generate a list of what they think about when they hear Chinese-American, what comes to mind. What kind of stereotypes do they encounter? (5 mins). Then I am going to pass out a Character map sheet in which they can write down the following information for each character: What the character looks like, how the character acts, how other characters react to this character. I am also going to pass out the active reading chart that they can complete as we read The Hundred Secret Senses. I will explain quickly what they are looking for to write down and we will start by reading the Amy Tan book first. We will read pages 3-15 aloud in class. I will stop periodically to ask comprehension and ask students to volunteer inferences they have made that can go in their chart. (25 mins) Next, we will start reading American Born Chinese also as a class, pages 43-52 and 110-114. Once again, I will ask questions to check comprehension, pointing out the obvious stereotypes. Weather or not that fit in accordance with our list from the beginning. Students do not need to fill out an active reading chart for this reading. (15 mins). In the last 5 mins of class I want them to individually fill out the character chart worksheet as much as they can so that they have a frame of reference to work with for the next class period. I will collect these and the active reading chart once the bell rings so I can look it over see if they are getting the concept. (5 mins).

Discussion Ideas: What types of stereotypes exist about Chinese people? Do you apply these same stereotypes to Chinese-Americans? How does the narrator describe Kwan, what qualities stand out to you? What do the illustrations say about Dannys attitude towards Chin-kee? Bilingual/ESL and Englishes Accommodations: The bilingual/ESL accommodations that I can make are definitely give them additional time to read the pages. I can give them a translated version so as we read the chapter as a whole they can listen to it in English and if they want to they can read it in Spanish. I can ask them if they feel comfortable reading a particular section. Theyll have the book ahead of time so they can practice before coming in that day and reading. Special Education Accommodations: The special accommodations that I can incorporate into this lesson for the student with ADHD is by having him work with a student that is always on task. By giving him an agenda of the day or an outline of the different topics to be covered as well as note taking strategies. I have to remember to give this student short/concise directions. The accommodations that I can incorporate into my lesson for the student with Autism are similar, I can have him work on his own if that will help him focus or I can also have him work with an individual who can help him focus. Assessment: The major assessment of this lesson, is that I am going to collect their character chart and active reading chart. Ill be able to see how is really grasping the content, who isnt paying attention, who isnt filling out the sheets correctly. Extension Ideas: A way to extend this lesson would be to watch video clips of how these Chinese stereotypes are portrayed/reinforced in the media. Another thing that would be interesting is instead of filling out a character chart, they could draw both characters as the picture them. They would have to elaborate on why they chose to draw each character a particular way. Source of Activity: The idea to compare both Kwan and Chin-kee came from Kim Summers, she thought it would be interesting to reflect on both characters. The idea for a character chart came from my Co-op teacher, I just adapted the format to fit both books. Resources and References: Burke, Jim. The English Teachers Companion. Portsmouth: Heinemann, 2008. http://www.ldonline.org/article/5911 Illinois State English Language Arts Goals: Reading: 1.B.5a Relate reading to prior knowledge and experience and make connections to related information. This goal and standard relate to this lesson because students are asked to take their prior knowledge of Chinese-American/Asian stereotypes and apply it to the text. Does what they know coincide with what the text say. Im also asking them to take the historical and cultural information that we have been learning in the past couple of days and apply it to the two texts at hand. They are establishing connections with what they know, how characters act and how the text fits with these connections.

Name: ______________________________________

Date: ______________________

Active Reading Chart Assessment-Column Notes

For this unit, we'll track the shifts in personal perception and identity of our protagonists in response to both internal and external conflict, stemming from but not limited to family choices and interactions. Changes in family dynamics and relationships will help us identifythose shifts. -First column: annotations & conclusion(s); things to make inferences on: Family dynamics (roles and expectations) The protagonists outlook on life and her parents Conflict provided by family Experiences in contrast to the family values and experiences -Middle column: quote(s) or paraphrasing (evidence) that helped you come to that conclusion. -Last column: the page number of the quote(s) that helped you frame your conclusion(s). Annotations Quotes / Paraphrases Page #

Rubric: Active Reading Chart

Student Name: CATEGORY Identifies important information ________________________________________ 4 Student lists all the main points of the readingwhile reading the text. Student recalls 3 details for each main point. 3 The student lists most of the main points of the readingwhile reading the text. Student recalls 2 details for each main point. 2 The student lists only 1 or 2 main points of the readingwhile reading the text. Student recalls 1detail for each main point. 1 The student does not list any main points of the readingwhile reading the text. Student does not recall any details for the main points.

Identifies details