Multicultural Literature Unit

Katrina Booth

1/24/2018

American Born Chinese: Creative Writing

Understanding Stereotypes
*Lesson plan based on an 80-minute class

Purpose/rationale:

My 10th grade class has just finished reading the graphic novel American Born Chinese by Gene
Luen Yang as part of their multicultural literature unit. In their multicultural unit, students are
reading a total of 5 novels based on different cultures. Students are working on various writing
skills as a follow-up to each novel. Students have been studying different cultures and their
practices to widen their understanding of a world outside their own. Students have been
working on analytic skills, reader responses, and research writing skills throughout the
beginning of this unit. In relation to American Born Chinese students are focusing on creative
writing skills. They will continue their work with analytic skills through their analysis of
American Born Chinese. This is their first lesson on creative writing. I chose this book because
although the text wouldn’t be labeled as “complex” the underlying lessons to be learned are.
Students will be identifying the subtle and implied messages from the author through the
stereotypes and different intertwining stories in the text. Although the reading level is easy,
students will be using critical thinking skills to develop a deeper understanding beyond the text.
The other reason, I have selected American Born Chinese is because of the creative aspect of
the story. It is written as a graphic novel with creative characters and it is a different way to
view writing. It is a great lead in into a creative writing assignment as this author was very
creative in developing this story. American Born Chinese is full of stereotypes. Stereotypes are
important for students to understand as they develop an understanding of other cultures.

Today’s lesson will introduce the topic of stereotypes, and will consist of class discussion,
brainstorming, and two mini lessons. Students will be introduced to the creative writing piece
that will be expected to be completed by the end of the week. The first mini lesson will be
focused on the idea of stereotypes. Students will be identifying what a stereotype is, what
stereotypes can be found in the text, and why it is important to understand what stereotyping
another culture means. Stereotypes are in every culture and formed against all cultures.
Helping students to learn how to identify them will help students to better understand their
falsity. During her TED Talk, “The Danger of a Single Story, public speaker, Chimamanda Adichie
Multicultural Literature Unit

said, “The problem with stereotypes is not that they are untrue, but that they are incomplete.
They make one story become the only story” (Adichie, 2009). Students will understand the
importance of having the full story of another culture while utilizing their creative writing skills
and analytic skills following the reading of American Born Chinese. The second mini lesson will
focus on characteristics of narrative writing. These will include: character development, details,
plot writing, and sequencing of a story. This will be student’s first lesson on narrative writing,
they will be doing revision and peer editing before the final draft of their stories are due. After
today’s class students will begin brainstorming for their narrative “essays.”

I chose the topic of stereotypes to help students learn more about preconceived notions
labeled with different cultures, including their own. I added this into a creative unit because
instead of researching different cultures as they have with pervious texts, I want students to
find personal connections to this text. Making this a personal experience for students will help
them see other cultures not just in a research and academic way, but in an emotional way.
Seeing others as people who faces labels and misconceptions and relating that to themselves
will make other cultures come alive in a way that they may not have before. It is easy to not
look at a world outside of your own. I want students to build an understanding of cultures
through literature and writing as well as to discover more about their own cultures. Stereotypes
can hold some truth the them, but they don’t tell the whole story. I want students to learn to
search for the whole story in literature, in writing, in their own lives, and in the lives of others.
Students can develop deeper analytic skills when trying to find the underlying meanings of a
story or a piece of writing. This is what students will be building when they look to the
stereotypes in the book. Students will also be developing skills needed in creative writing. In
their final project for American Born Chinese, students will be challenged to think beyond just
writing a story. They will be encouraged to go beyond just an essay form of writing, but to
instead include technology and digital media in their projects.

Student’s “essays” will be first person stories written about a character that students make up
(reflective of their own culture) who is dealing with a stereotype that others have put on them.
These stereotypes may also be gender, appearance, etc. based. Students will be encouraged to
think outside of the box. An example for students to consider would be to create a graphic
novel that models the style of American Born Chinese.

Standards:

CCSS.ELA-LITERACY.RL.9-10.1

Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Multicultural Literature Unit

CCSS.ELA-LITERACY.RL.9-10.6

Analyze a particular point of view or cultural experience reflected in a work of

literature from outside the United States, drawing on a wide reading of world
literature.

Objectives:

Students Will Be Able To…

 Define what a stereotype is
 Identify stereotypes in American Born Chinese
 Identify different cultures in American Born Chinese
 Define narrative, plot, sequencing, and character development

Materials:

 Choice of 3 different writing prompts from “642 Things to Write About”

 Handout discussing different elements of narrative writing
 Short story example of narrative writing
 Journals
 Pencils

Anticipatory set:

As students enter the classroom they will see three creative writing prompts written on the
board. This is something students will have been participating in since classes began. Today’s
writing prompts will be taken out of “642 Things to Write About” and students will complete
their responses in their class journals. They know to select one of the three writing prompts and
begin writing as soon as they enter class—the teacher reminds them of this as they come in.

Teaching Strategy/Procedure/Activity:

Time Student is doing Teacher is doing

10 minutes Students will enter the
room and will put their
materials at their desk.
They will grab their journals
from the rack and then sit
at their seats. They will
complete the writing
prompt of their choice in
their journals. If they finish
Teacher will set a timer as
she greets students. She
will remind students to get
their journals and begin
writing their prompts. She
will also remind students
that prompts have to be at
least one full paragraph.
The teacher will remind
Multicultural Literature Unit
their first prompt they will
move onto one of the other
two prompts and write on
that one. They will continue
writing until the timer goes
off.
10 minutes Students will raise their
hands and take turns
discussing what they
thought about American
Born Chinese. After the
teacher asks the stereotype an opinion, the teacher will
question, students will
think for a few minutes,
writing down notes if they
want about what they think think of how they would
defines a stereotype.
Students will then answer
the question in whole
group discussion. Students board while students think.
will listen to the teacher ask The teacher will then ask
about stereotypes in
American Born Chinese.
5 minutes The students will work
together to find different
cultures and stereotypes
represented in the book.
students that if they finish
their prompt before the 10
minutes is up they are to
pick a second prompt to
write about. The teacher
will observe as the timer
runs down. When the timer
dings the teacher will move
to the front of the class and
begin with the lesson.
The teacher will ask
students what they thought
about American Born
Chinese to start off the
lesson. If no student offers
call on a few people to ask
their opinions. After, the
teacher will ask students to
define the word stereotype.
The teacher will write the
word “stereotype” on the
students what they have
come up with. If students
don’t come up with a
workable definition for
stereotype, the teacher will
provide students with a
definition for stereotype.
The teacher will ask
students to work with the
person next to them to
identify some different
cultures and stereotypes in
American Born Chinese and
to write them down
While students are paired
up and brainstorming the
teacher will make herself
available for any questions
that partners might have.
Multicultural Literature Unit

They will write down a few

that they find. With a minute left, the
teacher will say “Finish up
your thoughts, and be
prepared to share one
example your group found
in the book.”
5 minutes A student from each pair The teacher will say, “Okay,
will offer up a culture class, we will start here.”
and/or stereotype that they The teacher will pick a pair
found in the book. to begin. “Don’t forget to
give me specifics for the
stereotype you picked.”
5 minutes Students will think about a The teacher will then ask
stereotype in their own life everyone to think of a
and decide whether to stereotype that pertains to
share with the class or not. their own culture, their
gender, or any other
characteristic they can
think of. She will ask if
anyone wants to share. The
teacher can start with one
for herself to help get
students talking. “I know
this can be a difficult topic
to explore. It is important
that we recognize that
others might view us
through stereotypical
lenses and that we, without
even realizing, might be
seeing others through
these lenses. One
stereotype that I have had
to overcome is the
stereotype that people
have about teachers. Many
people believe that
becoming a teacher is easy.
There is a quote that says,
‘People who are able to do
something well can do that
thing for a living, while
people who are not able to
Multicultural Literature Unit

do anything that well make

a living by teaching.’ This is
a stereotype I have had to
overcome when wanting to
become a teacher. Try and
think of an idea that people
had about you based on an
assumption about you.”
5 minutes Students will take turns The teacher will listen to
sharing their personal examples that students
stereotypes that they have thought of. If students
thought of. don’t speak up and share
then the teacher will move
on and just ask students to
keep those thoughts on
their mind. The teacher will
then say “We will be
working with stereotypes in
our next writing piece. We
are going to be working
with a new type of writing.
Creative writing.” The
teacher will then explain
the narrative piece that
students will be completing
as their “big project” for
American Born Chinese.
20 minutes Students will listen to the The teacher will introduce
presentation by the teacher narrative writing and
and raise their hands discuss – character
when/if they have any development, plot,
questions during the sequencing, and adding
lecture. Students will details. The teacher will
participate in the “brain have a PowerPoint with
check-in” activities placed different examples to show
throughout the students. The PowerPoint
PowerPoint. will have “brain check-ins”
to encourage student
involvement. At the end of
the PowerPoint, the
teacher will ask for any
questions.
5 minutes Students will listen to the The teacher will explain
expectations for homework what students are expected
Multicultural Literature Unit
5 minutes
They will ask any questions
they need clarified.
Students will complete
their exit slip questions in
their journals. They will
then put their journals in
the designated area
assigned by the teacher.
Once they have done so
they can pack their items
and wait to be dismissed.
They may talk quietly
amongst themselves.
to do for homework. They
will analyze American Born
Chinese for the different
writing techniques
discussed in the
PowerPoint. She will pose
the question, “How does
the author utilize character
development, plot,
sequencing, and details to
create an exciting and well-
written story” The teacher
will then add that she
would also like students to
write up a list of 3-5 ideas
they could work with for
their final assignment on
American Born Chinese. She
will ask for any questions.
The teacher will prompt
students, just as she does
every class, to complete an
exit slip in their journal. She
will point out the questions
that are left on the wall for
all slips.
They will answer
- What did you learn
today?
- What are you
confused about?
- How can I help you?
- What are you
expected to do for
homework?
The teacher will then
remind students to drop
their journals off in the
stack labeled “to be
graded.”
Multicultural Literature Unit

Summary/Closure:

Students will end class by receiving instructions for their homework and completing their exit
slip questions in their journals, and then drop their journals in the stack labeled “to be graded.”
Once they have completed this task, they may gather their stuff and talk quietly until the bell
dismisses them or leave if it is time to go.

Journals are graded with a pass/fail grade. They aren’t formal pieces of writing, but more as a
way for the teacher to check in and make sure that the students are doing their work and
following the instructions provided to them.

Assessment:

 Formal assessment: None

 Informal assessment: Informal assessment will be taken through observation during
class discussion and answers to the exit slip questions.

Homework/follow-up assignment:

Students will be going through American Born Chinese and writing notes on the different
characteristics of narrative writing that were discussed in the PowerPoint. Students will also be
bringing a list of three to five story ideas for their narrative pieces that they will be writing.

Accommodations/adaptations:

Student with dyslexia:

 Student will receive a hard copy of writing prompts that will be on the board
 Student will receive a printed version of the PowerPoint
 Homework notes and list may be provided in a recording instead of written version.

Student with mild autism

 Student will be provided with a timer in order to know when there will be shifts in the
lesson
 Student will be allowed to have a fidget tool with when feeling upset (the teacher will
hold at her desk and will give the student if needed).
 Student will be seated near the front of the room closest to the teacher, so the teacher
can read the student’s body language throughout the class.

Student with ADHD and anxiety

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 Student will be provided with a schedule of the class events, so they are prepared for
the day.
 Student will be allowed to be excused to the guidance counselor if they begin to feel
uncomfortable and restless.
 Student will be given a fidget tool to use during this lesson as it is heavily presentation
based.
 Teacher will prompt the student during class discussion to assure participation.

Attachments/Appendices:

- PowerPoint on Narrative Writing

- Morning writing prompts

Plan B:

If this lesson is too hard then the class will take a step back. The teacher will initiate a KWL chart
for stereotypes and/or narrative writing depending on where students are struggling. The
teacher will get an idea of what the class knows and what is hard for them. The teacher will
then ask students to pose their questions, so she can clarify any misunderstandings. This is a
very introductory lesson, so it is expected that some material won’t be fully comprehended
until put into practice.

If this lesson is too easy and students have a good understanding already about the concepts of
stereotypes and narrative writing, then the class won’t spend as much time talking about the
content and will spend more time working on the short story as a whole group instead of as
homework. Homework will then change to have students begin writing their narrative story
with at least two pages complete before the next class. This would be the same procedure for if
we finish with the content earlier than expected. Students would begin to work on reading their
short story and/or their list of ideas for their narratives.
Multicultural Literature Unit

642 Writing Prompts:

1.) Write a message in a bottle. Write about the person who finds it.
2.) Write your obituary.
3.) Write a story based on the title of your favorite song. (Write the title at the top of the
page.)