Do you celebrate or hide your differences?
Allow students three to five minutes to conduct two peer interviews with peers outside of their group using the question above. Distribute ruled standard sized index cards to each student. On the front of your index card, record details from your conversation that stood out, made you think, etc. After the completion of the interviews, students should return to your desk and on the back of your index card reflect on your conversation by thinking about experiences you share. (Facilitate during this time.)
Teacher may now reconvene the whole class to solicit two student responses. Use this to introduce students to renowned author Amy Tan who learned to appreciate her differences using the profile found on her website.
Print the article so that students have a hard copy to code. (See link.)
As you read it aloud, ask students to listen for and record information that will assist them in understanding her motivation as a writer. As you read, pause frequently to give students an opportunity to record their thoughts.
Closing: Allow students to take a close look at the Influences section, Have them decide on one that stands out and have them turn and talk within their groups about the possible effects of their chosen influence.
Ask students reflect on what they learned about Amy Tan and think of one word to describe her and use that word in a sentence of no more than seven words to create a visual. This should spark creativity in word choice. This activity can be used to review figurative language, specifically, hyperbole, onomatopoeia, and similes, and imagery.
Show the Figurative language video. (See link.)
Reconvene and allow students to participate in a four corners activity. Complete a knowledge rating of the word custom. Have students rate their knowledge using the following keys:
Thumbs up- I know it and can explain it to someone else
Thumbs to the side- Aware but need a little clarification
Thumbs down- Tell me what it means please
This will assist students understand the idea of Americanism later on in the lesson.
Ask students if they have ever felt embarrassed because of customs. Assign to a corner in your room the following labels: never, daily, only on holidays,
Distribute the Fish Cheeks Chunked Text (See attachments.)
Teacher will tell students that they will be reading aloud using the Popcorn method. With the popcorn reading method, you select the first reader to read aloud a chunk of text, then that person may select someone else to read, and the cycle continues until conclusion of the text.
Pause after each chunk to allow students to down or illustrate what the see if applicable.
At the conclusion of the reading, allow students to turn and & Talk in their groups to share their reactions to the menu.
Distribute the graphic organizer and explain to students how to use it. Complete as a whole class the top section that asks them to identify types of devices they observed during reading. Now, allow student to locate evidence of the use of figurative language in in the text and explain its effect on their interpretation.
Closing: On the back of your graphic organizer, describe the effects of Americanism on Amy Tan as an adolescent, teen.
Entrance Pass: Ask answer the following questions independently.
- Why did the author want a slim new American nose for Christmas?
- Why did the author cry when she learned that the minister’s family would attend Christmas Eve dinner?
- What did the author want Robert to think of her and her family?
Now, introduce students to the word Americanism by having them make a list of American practices within their groups. Solicit student responses aloud and after three, tell students that they have defined Americanism in their own words before presenting the denotative definition.
Re-distribute copies of the text for students to reference during discussion. Students will take a close look at how her writing style affects your interpretation.
Before questioning, each group a sheet of chart paper that they will use to write down questions that they wish to pose to the class concerning her use of figurative language, the subject, the theme presented, or any other related topic. Give students no more than seven minutes to pose their questions and post their chart paper on the wall, board, etc.
Use the students’ questions along with the ones below to assist them in focusing on how language and the author’s style emphasis the ideas they present. You may use the questions below to prompt student thinking.
What is the significant event that will be occurring this Christmas?
When the guests arrive, why does the author pretend that Robert is not worthy of existence?
In your opinion, what is the climax in this story?
What do you believe to be the MOST embarrassing experience for the author in this story? Why did you select this experience? [Turn & Talk to your right shoulder partner]
What gift does Amy receive from her mother? Was her reaction to the gift expected?
What does the gift reveal about the mother?
Analyze the mother’s overall decision in selecting a Chinese menu for Christmas dinner instead of a more American style menu for the meal. If she understood how her daughter felt, and wanted her daughter to know that she understood, for what reasons do you feel she opted for a Chinese dinner?
Closing: Write a response to the following question. Is the title appropriate for the central idea presented in the text? Cite text evidence.