Name: Peggy Wagner

Date/Day: 14 April 2014

Unit: Cultural Diversity

Lesson EQ: How can analyzing Yangs graphic

novel, American Born Chinese, help me understand
stereotypes and their affects on individuals?

Topic of Lesson: Stereotypes

Grade Level: 7
(Teacher) Goal(s):
Raise student awareness of negative
stereotypes
Prompt students to think about how
stereotypes affect their lives, and what they
can do to change or eradicate them
Encourage students to address and
challenge prejudice when they see it in
themselves and others
Help students see how graphics add to a
storyline
Allow students to develop their creative
writing skills

Rationale for Teaching:

Students need to be aware of stereotypes present in
our society. Cultural diversity is something that
should be celebrated, not fought against. As students
mature, they need to know how to interact with those
of different backgrounds, especially when meeting
for the first time. Snap judgments based on
appearance or social role are unfair and often
incorrect. There are groups and areas of the US still
very averse to accepting different cultures, and these
views are unfortunately perpetuated in new
generations. Educating students about these issues
and encouraging critical thinking in regards to them
is crucial in todays society.

(Student) Objectives: SWBAT

Identify stereotypes in Yangs American
Born Chinese
Identify stereotypes in American culture
See the difference between positive and
negative stereotypes
Analyze Yangs use of graphics to tell the
story
Write a short narrative about a character
who breaks out of a traditional stereotype of
their choosing
Create a Chogger or comic strip to parallel
their narrative

Common Core Standards Met:

NCTE/IRA #1a: Students read a wide range of print
and no-print texts to build an understanding of texts,
of themselves, and of the cultures of the United States
and the world.
CC.1.4.7.P: Use narrative techniques such as
dialogue, description, etc. to develop experiences
and/or characters; use precise words and phrases,
relevant descriptive details, and sensory language to
capture the action and convey experiences and events

Materials and Preparation:

American Born Chinese by Gene Luen Yang
Jigsaw activity worksheet
Computer/Internet access for each student
Focus/Motivation Activity: (Bell-Ringer)
Stand Up/Sit Down: Have all the students stand up. Ask this question: What are
some common generalizations (stereotypes) we make about people in our
society? Give a couple examples (blonde females considered unintelligent,
African Americans are good at basketball). Explain that this exercise is NOT
meant to make fun of people, but rather help them realize the many different
stereotypes out there. Students should raise their hands when they think of one
and wait to be called on to answer. Once they have given an answer that hasnt
already been said, they may sit down.

Time
5 minutes

Procedures: (Scaffolding and Execution of Lesson)

Direct instruction/Mini-lesson/information gathering activity:
Write these words on the board: Stereotype, Bias, Assumption, Category,
Judgment, Prejudice. As a class, brainstorm definitions for each one, and look
them up if necessary.
Ask students what these words have in common. How are they all related? Is
there a sequence that can be made with them?
Refer to the activity at the beginning of class. How many of the generalizations
mentioned were negative vs. positive? Explain that typically, stereotypes are
made from a negative viewpoint. It is human nature to categorize; thats just how
our brains work. However, making assumptions about groups of people based on
only a few cases is unfair.
Prompt students to think back to a time when someone made a false assumption
about them. How did it make them feel? (If someone wants to share, allow it, but
dont call on students.) These assumptions based on stereotypes are often
incorrect and many times hurtful. We need to learn to recognize these patterns in
our thinking and do our best to get past them. How can some of the examples
from the activity be hurtful? What can we do to change the way we see people
based on stereotypes?
Group or partner activity:
Jigsaw: Divide students into four equal groups by counting off. Pass out the
question worksheet and send them to different corners of the room, making sure
each group has at least one copy of American Born Chinese. Assign each group a
passage from the text (p. 15, pp. 32-33, p. 48, pp. 112-113). Students should
discuss the following:
o Who are the characters involved in the passage? What sort of situation is
occurring? What word(s) from the board apply to the situation? Would you
describe the situation as positive or negative? What clues from the pictures
did you use to evaluate the situation? (Questions from the worksheet)
Circulate, facilitate, and prompt discussion as necessary.
Have students regroup by having at least one member from the original groups in
each new group. Each number (1-4) should be represented in each new group.
Starting with 1s, students will share the information they gathered from the first
group. Allow about 2 minutes per student.

10 minutes

8 minutes

8 minutes

Large-group processing:
Bring the class back together to discuss any interesting ideas that came up while
they were sharing. Can you make any connections to the real world? What types
of clues from the pictures did they use to answer the questions? Were the
illustrations effective in getting the authors point across, and why or why not?

4 minutes

Practice/Extension/Re-teaching/New Concept:
Review the elements of a narrative.
Have students write a short narrative (1-2 pages handwritten) whose main
character is the victim of stereotyping. They should describe the false
assumptions made by the antagonist and the protagonists reaction to them.
Students should include dialogue and be as visually descriptive as possible, as it
will benefit them for the final activity. They may spend the first 5 minutes of the
activity brainstorming with a partner or two, but then the work should be

20 minutes

individual.
Closure Activity:
Have students create a Chogger or hand-drawn comic strip to parallel their
narrative. They should underline three or four of the most important parts of their
stories, and then work them into the illustration. Students must present their ideas
to the teacher for approval, and then they may start creating.

20 minutes

Evaluation of Students:
Students will be evaluated on their written narratives and their accompanying graphic. The narratives will
be graded on focus, originality, style, and mechanics. Their graphic will be graded on creativity and the
degree to which it represents the narrative.
Contingency Plans:
If I run out of time, the narrative and/or graphic will become homework.
If I have extra time, I will ask for volunteers to share their stories and what they have created.
Modifications for Differentiated Learners:
Students with disabilities: For the Stand up/Sit down, aid them in coming up with a stereotype as necessary.
During the jigsaw, monitor them and make sure theyre writing down important information to share later.
While other students are deciding on narrative topics, get together with the students with disabilities and
help them brainstorm ideas (bring up topics from the opening activity). Aid as needed with the graphic.
Teacher/Lesson Reflection: