1. Title of Lesson:

American Born Chinese-Funny or Not?

Day 5 of 5

  1. Grade Level:

Grade 8 Language Arts

  1. Michigan Curriculum Framework:
  • W.SP.08.01 in the context of writing use correct spelling convections.
  • W.HW.08.01 write neat and legible compositions.
  • S.CN.08.02 speak effectively using body language including gestures, posture, facial expressions, tone of voice, and pace of speaking to enhance meaning and influence interpretation in narrative and informational presentations.
  • L.CN.08.01 analyze main idea, significant details, fact and opinion, bias, propaganda, argumentation, or support when listening to or viewing a variety of speeches and presentations.
  • L.RP.08.07 interpret and analyze the various ways in which visual image makers (e.g. graphic artists, illustrators) communicate information and affect impressions and opinions.
  1. Lesson Objective:

Students will:

  • Identify word play on humor from comics
  • Identify some culturally bound humor from comics
  • Make text-to self connections
  • Create a “funny report”
  • Complete short answer essay questions on the story
  1. Materials Need:
  • Transformer toy sitting in the front of the room at the beginning of class
  • Overhead transparency for (copy p97 in Going Graphic)
  • Funny or Not? sheets
  • #___ Copies of the book American Born Chinese
  • Students’ copy of short answer essay questions sheets
  1. Anticipatory Set/Aim:
  • Mind Capture:
  1. Cheerfully great the class!
  2. Ask the students if they shared any information about the book, the characters, or any lessons learned to any of their friends or family. Encourage them to share their conversations.
  • Bridge to Previous learning:

Yesterday finished our story with Monkey King, Jin, and Chin-Kee and learned some interesting facts about them.

  • Statement of Purpose:

Today we are going to look at funny parts of the story and analyze them. We are also going to look at the author’s work in telling the story.

  1. Instructional Input:
  1. On the overhead, show a few examples of (copy p97 in Going Graphic) comics and examining the whole panel to measure its level of funny.
  2. Ask the class “What does the comic SAY?” and let them respond. Ask “What does the comic MEAN?” and let them respond. Ask “Is the comic FUNNY?” and let them respond.
  3. Give your rating of the comic with evidence to support and then informally act out the comic. This is the presentation or the “funny report” the students will give after they talk in their groups.
  4. Explain that the assigned groups will be given pages in American Born Chinese to examine to rate their funniness and create their own “funny report” on it. Hand out “Funny or Not?” sheets and explain the directions.
  1. An Opportunity to Practice:

Guided Practice:

The students get in their assign groups and start examining the comic assigned. The teacher walks around to check for understanding and any questions on the given assignment. The students are given 10-15 minutes to prepare.

Independent Practice:

The students give their short informal presentations. They have to explain what the comic says, means, and determining the funny rating of it. They also are to act it out informally. Their grades are determined if they have all the above criteria or not.

  1. Instructional Input:
  1. The students are to begin the Short Answer Essay Questions on their own and they may use their books. If they do not finish the can finish next class period (not at home). Hand out the Short Answer Essay Questions sheet.
  1. Closure:

3-2-1 idea

On a half sheet of notebook paper write 3 things you have learned today, write 2 comments about today, and write 1 question you have on about today.

If any students want any future information on the subject of comics that information can be provided.

  1. Domains:
  • Cognitive
  • Affective
  • Psychomotor
  1. Learning Modes:
  • Auditory
  • Visual
  • Kinestetic/Tactile
  1. Multiple Intelligences:
  • Linguistic
  • Spatial
  • Bodily-Kinestetic
  • Interpersonal
  • Intrapersonal
  • Spiritualist

Name(s)______

Funny or Not? Make a “funny report” to share with the class. You may work on this individually or with your assigned group. The short presentation will be graded.

In your assigned group, look up the pages your group has been assigned and examine the panels in their entirety with the strategies given below.

  1. What does the comic SAY?
  1. Decode the panels.
  1. What does the comic MEAN?
  1. Discuss alternate meanings (“this phrase means… but it could also mean…”)
  1. Pinpoint trouble spots (what does the boy or character mean here….?)
  1. Use prior knowledge combined with visual and text clues to understand the comic.
  1. Is the comic FUNNY?
  1. Make judgment calls on the comic’s humor. Rated 1 to 5, 1 being a total loser and 5 being it made me laugh out loud.

Your group can make a consensus on the rating or each person in the group can rate the comic and an average rating will be determined for your group.

For “funny reports,” have evidence to substantiate your ratings. You will need to read and re-read the comic carefully and critically.

(Cary 95,96)

Name(s)______

SHORT ANSWER ESSAY QUESTIONS for American Born Chinese

(To be answered individually with the book, for an individual grade.)

On a separate sheet of paper write, with correct spelling and complete sentences, answer these questions. Answer them in detail; they are worth 5 points each.

  1. The author Gene Luen Yang uses humor to make light of experiences that are not so humorous for the immigrants that experience them. Often when reading we laugh at paiful experiences of the characters. Have you are anyone you’ve known had experiences that were funny to others, but very paiful to you? If possible, explain. Do you think Yang used the technique of humor appropriately?
  1. What can be learned from the Monkey King and American Born Chinese?
  1. Yang uses a television show (at the bottom of the panels were “hahaha’s” and “clapclapclap’s”) to tell Chin-Kee’s story. Why do you think he does this? Was it effective? Why?
  1. The Monkey King chooses to be stuck in the mountain of rocks for 500 years, to escape he must return to his “true form.” How do the other characters experience this in American Born Chinese? Have you experienced a similar situation in your life?
  1. Wei-Chen’s transformer robot monkey symbolizes so much in the graphic novel. How do the characters in American Born Chinese “transform” themselves for American society? Do you “transform” yourselves? Why?

(Yang, Online Packet)