«DRAFT NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 1 • Unit 3 • Lesson 2 10.1.3 Lesson 2 Introduction In this lesson students ...»
NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 1 • Unit 3 • Lesson 2
10.1.3 Lesson 2
In this lesson students continue reading “Rules of the Game” from Amy Tan’s The Joy Luck Club.
Students read from “My mother imparted her daily truths” through “the dog-eared instruction book”
(pp. 89–93) in which Waverly describes her neighborhood in San Francisco’s Chinatown and the events that lead to her family receiving the chess board that initiates her chess career.
Students begin by working in groups to analyze the first two pages of the excerpt. This collaborative analysis prompts an exploration of how Waverly’s descriptions of her neighborhood, and her interactions with the characters that populate it, develop central ideas in the text. Students then explore the final two pages of the excerpt in a full-class discussion that targets the development of Waverly’s character through key details, with a specific focus on the significance of the chess board. Student analysis culminates in a response to this Quick Write prompt: How does your understanding of Waverly develop over the course of this passage?
For homework, students respond briefly in writing to the following reflective prompt: How does the relationship between Waverly’s thoughts and actions compare to the relationship between her mother’s actions and thoughts? This prompt asks student to reflect upon this lesson’s assessment response, and then expand their analysis to include a consideration of how Waverly’s interactions with her mother further develop the central idea of self-perception. Additionally, students preview and annotate the next lesson’s text.
Standards Assessed Standard(s) Analyze how complex characters (e.g., those with multiple or conflicting motivations) RL.9-10.3 develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Addressed Standard(s) Determine a theme or central idea of a text and analyze in detail its development over RL.9-10.2 the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
File: 10.1.3 Lesson 2 Date: 2/3/14 Classroom Use: Starting 2/2014 © 2014 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/ DRAFT NYS Common Core ELA & Literacy Curriculum
Assessment Assessment(s) The learning in this lesson is captured through a Quick Write at the end of the lesson. Students answer the following prompt based on the reading (citing text evidence and analyzing key words and phrases) completed in the lesson.
• How does your understanding of Waverly develop over the course of this passage?
High Performance Response(s)
A High Performance Response should:
• Analyze at least one aspect of Waverly’s character development in this passage.
• Make a connection about the relationship between Waverly’s thoughts and actions.
Vocabulary Vocabulary to provide directly (will not include extended instruction)
• imparted (v.) – communicated
• curio (n.) – any object valued for being unusual
• saffron (n.) – yellow-orange color
• dim sum (n.) – small dumplings, usually filled with meat or vegetables
• embossed (v.) – decorated with raised ornament
• sanddabs (n.) – flat fish found along the Pacific coast
• grotto (n.) – a cave-like structure
• emerged (v.) – rose or came forth from
• missionary (n.) – a person sent by a church into an area to spread its religious beliefs
• parishioners (n.) – members of a church
• toilet water (n.) – lightly scented perfume Vocabulary to teach (may include direct word work and/or questions)
• eluded (v.) – escaped the understanding
• solemnly (adv.) – seriously and formally, without humor
Materials • Collaborative Discussion Prompts written on Chart Paper • Student copies of 10.1 Common Core Learning Standards Tool (refer to 10.1.1 Lesson 1) • Student copies of Short Response Rubric and Checklist (refer to 10.1.1 Lesson 1) • Student copies of Speaking and Listening Rubric (refer to 10.1.1 Lesson 3)
Activity 1: Introduction of Lesson Agenda 10% Begin by reviewing the agenda and the assessed standard for this lesson: RL.9-10.3. In this lesson students work independently, in groups, and as a full class to analyze the excerpt “My mother her imparted daily truths” through “the dog-eared instruction book (pp. 89–93). Students gain familiarity with the norms and expectations of collaborative discussion and continue to explore how key details in the text develop the central idea of how Waverly’s mother’s expectations influence her self-perception.
Inform students that they will begin working with a new standard in this lesson, SL.9-10.1.e. Instruct students to individually read standard SL.9-10.1.e on the 10.1 Common Core Learning Standards Tool and assess their familiarity with and mastery of this standard.
Students read the standard.
Instruct students to talk in pairs to discuss the questions below. Inform students that they will return to this standard in more detail later in this lesson.
What do you notice about this standard?
What is it asking you to be able to do?
What questions does this standard raise for you?
Students discuss SL.9-10.1.e in pairs.
This standard is asking us to have conversations about other cultures.
This standard is asking us to talk to a lot of different kinds of people.
Students discuss their homework in pairs.
See vocabulary above for possible examples of unfamiliar vocabulary that students may identify.
Instruct students to talk in pairs about how they can apply their new focus standard (RI.9-10.5 or RL.9to their AIR text. Lead a brief share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.
Students (or student pairs) discuss and then share out.
Students read the assessment prompt and listen.
Display the Quick Write assessment prompt for students to see.
Group students into pre-established heterogeneous groups of four. Explain that they will practice standard SL.9-10.1.e through collaborative group work in this lesson. Display and review the Speaking and Listening Rubric (refer to 10.1.1 Lesson 3). Remind students to practice the speaking and listening skills they have been using throughout this module.
Display or provide the definitions for the following vocabulary words to support student reading:
imparted, curio, saffron, dim sum, embossed, sanddabs, grotto, emerged, missionary, parishioners, and toilet water.
Instruct students that for this collaborative discussion activity each group is responsible for examining a facet of Waverly’s opinion and perception of key relationships and communities in this excerpt.
Assign and distribute one of the following prompts to each student group on chart paper:
• Read from “My mother imparted her daily truth” to “then locked the door behind him, one-twothree clicks” (pp. 89–90). How does Waverly describe her family and family life? In your group, collaboratively generate an observation about Waverly’s perception of her family life/situation.
• Read from “At the end of our two-block alley” to “reported my mother” (p. 90). How does Waverly describe her neighborhood? In your group, collaboratively generate an observation about Waverly’s perception of her neighborhood.
• Read from “Farther down the street” to “pounding with hope that he would chase us” (pp. 90–91).
How does Waverly describe her encounter with the Caucasian photographer? In your group, collaboratively generate an observation about Waverly’s perception of “tourists” (p. 90).
• Read from “My mother named me after the street” to “We do torture. Best torture” (p. 91). How does Waverly describe this conversation with her mother? In your group, collaboratively generate an observation about Waverly’s perception of her mother.
Instruct students to read aloud in their groups from “My mother imparted her daily truths” to “the dogeared instruction book” (pp. 89–93). Encourage students to take turns reading, so each student has an opportunity to read the text aloud. Ask students to collaboratively identify and record the key details, repeating words or phrases, and moments in their portion that they identify as important for the class to notice in context of their prompt.
Explain that each student in the group will jot down a response independently to this prompt, and then work together as a group to generate a single response collaboratively. Explain to students that they will track their group work on chart paper, and when they are finished they will move clockwise around the room, examining the other groups’ chart papers, and adding evidence or responding to other groups’ observations.
Prepare the chart paper ahead of time, and hang around the classroom. Depending on the size of your classroom more than one group may consider the same prompt, during share out be sure to remind students not to repeat points already made by their peers. There are multiple facets of perception to consider in this passage. This activity allows students to encounter more of these key details through collaboration with their classmates than they might be able to consider independently. This activity also allows students to engage with more text in a shorter amount of time.
Students participate in the collaborative discussion activity.
Model Collaborative Discussion Responses:
Prompt 1: Waverly describes her family as typical “like most of the other Chinese” (p. 89); they were probably poor though she “didn’t think [they] were poor” (p. 89); at the time, she had everything she needed, and they had a comfortable routine, and a “warm, clean” home (p. 89).
Waverly’s perception of her family when she was a child was that they were comfortable and had everything they needed.
Prompt 2: Waverly describes the neighborhood as a “playground,” with “mysteries” and “adventures” (p. 90). There is a sense of wonderment in her description of old Li portioning “insect shells, saffron-colored seeds, and pungent leaves” (p. 90). “Farther down the street” Waverly and her brothers examine the “…iced prawns, squid and slippery fish” (p. 90), which are described with less wonder and slight fear. Waverley’s perception is that her neighborhood is a place where all sorts of exciting things could happen and where her parents are watching out for her. Her neighborhood is a place where she knows the rules and a place where she belongs.
Prompt 3: Waverly describes the sign in the butcher window that “informed tourists” (p. 90) and that “tourists never went to Hong Sing’s” (p. 91), the restaurant where the menu is “printed only in Chinese” (p. 91). Her encounter with the photographer is a moment of mischievousness, and Waverly describes a playful, childish “hope that he would chase us” (p. 91). Waverly’s childhood perception is that tourists are foreign and unusual, but she is interested in them and wants to interact with them.
Prompt 4: Waverly describes her mother doing her hair as a painful experience she “would twist and yank” (p. 91) on Waverly’s “disobedient hair” (p. 91). Waverly says she had a “sly thought” (p. 91) and asks her mother a tricky question. Waverly describes her mother as being “without a trace of knowing” (p. 91). Waverly’s perception of her mother is that her mother is clueless and doesn’t understand her.
Differentiation Consideration: If students struggle to generate answers to these prompts, consider
asking questions to guide their reading:
How does Waverly’s use of “always” function in her description of a typical day in from her o childhood (p. 89)? What effect is created by her use of “always”?
What is the alley “crammed” with (p. 90)? What is the cumulative effect of the details with o which Waverly describes her neighborhood?
What details in the neighborhood does Waverly describe in terms of “tourists” (p. 90)? What o might these descriptions reveal about how Waverly perceives outsiders who come into her neighborhood?
Why does Waverly call her question a “sly thought” (p. 91)? What does Waverly’s description o of her mother’s reply reveal about Waverly’s understanding of their relationship?
Instruct students to rotate clockwise to a new chart paper, read what is written there, and respond or add to the observations generated by other groups. Then call on groups to share out with the whole class, so each portion is covered. Ask students to share how they understand other groups’ observations and how they responded to or added to the observations recorded on the chart paper. Students are
responsible for taking notes or making annotations on their own text of the details identified by the other groups.
After all student groups have had the opportunity to share observations, pose the following question for
What do Waverly’s perceptions reveal about the relationship between the communities of Chinatown and “America” portrayed in this text?
Waverly describes a community that sees itself as being something apart from “America.” Old Li is described as being better than “the best of American doctors” (p. 90), and Waverly’s mother describes Chinese torture as “best torture,” better than that of the “lazy...American people” (p.