Rachel Roloff

Critical Synthesis Final Paper

English 325

Overview:

The two books I have chosen to pair are American Born Chinese and To Kill a

Mockingbird. Before I begin my summary I would like to say that I chose texts that work with a

middle school student in mind. Some canon is a bit much for middle school students to grasp at

that age. Also, my unit identity goes along with both the texts and during my American Born

Chinese unit I will be going over characterization so that is what I will be focusing on

alongside point of view.

American Born Chinese is from three points of view: The Monkey King, Jin Wang, and

Danny. From these three points of view we also get three stories. The first is parallel to the

monkey king myth and we see the monkey kind wish to be something other than a monkey. We

see him fight over himself and who he wants to be versus who he really is. We then go to the

point of view of Jin. Jin is constantly put down for being Chinese and sees it as a disadvantage

instead of a privilege. We see him constantly fighting with his identity and who he wants to be.

The third point of view is from Danny who has a Chinese cousin come to visit his family. He is

constantly feeling embarrassed by his Chinese cousin. Stereotypes and propaganda of Chinese

immigrants are seen through the cousin and creates a pit in the stomach of its readers. All three

points of view come together in the end to show why they were all told.

To Kill a Mockingbird is about a young girlScoutsadventures growing up. We see

here as a young girl and see her trying to figure out who she is, but also what she is seeing in her
southern town between 1933 and 1935 when Scout is 6-10 years old. Scouts father, a lawyer,

becomes the lawyer for a black man who was accused of raping a young white girl. We see

Scout at this young age trying to figure out who she is, but also trying to understand what is

going on around her. We see a young innocence of understanding that Tom Robinson is not

guilty, but not understanding why her town doesnt believe it. We also see Scout wanting to

stand up for her father but she is at an unawares of how to do so without fighting. It is the perfect

coming of age story.

Rationale

My unit that these two books are under is Identity. Every time I go into a 7th grade

classroom I am reminded of how important it is for me to teach these students a unit on identity.

By now I have seen three sets of new students and every time I can name off a couple of

instances where I think, These students need a unit on identity. My first instance there was a

pair of twins, one of the girls was in my classroom and she had recently chopped off her hair and

had started to wear darker clothes. Her peers were calling her goth and saying horrendous things

(i.e. she probably cuts herselfshes going to kill herself). Absolutely shocking things. What

was happening though was that she was trying to find her identity. She had a twin sister and had

always dressed like hershe wanted to figure out who she is. Another girl that same year had

been told she was fat and ugly. Ok. This was so irritating to me because this girl is absolutely

gorgeous; not that if its true then its ok, thats not what Im saying. I just couldnt believe

that this girl I had become so attached to was having these things said to her. And I know she

believed them. Identity is perceived in so many ways, even looks (if not especially looks) and

this girl needed to understand that. This past summer this boy did my tea party lesson and an

excerpt that this girl had read to him stood out to him so much that he wanted it to be read in
front of the whole class. This boy is African American and the excerpt was about an African boy.

In a school where the demographics are: American Indian or Alaskan Native (0.4 %), Asian

(9.7%), Native Hawaiian/other Pacific Islander (0.4 %), Black (1.6 %), Hispanic (8.3 %), White

(69.6), Two or more races (10.1%) according to OSPI. For me, even though I went there, is

shocking. It hurts to think about because of my students. These are just three examples that I

discussed, there are so many more and I havent even been at the school all year. These students

need to learn about identity and guided in what it means.

When I look at books and lessons that follow the common core I am also looking at

books that my students will be interested in, but mostly that they can relate to. Both American

Born Chinese and To Kill a Mockingbird although differentstudents can relate to. Character

development is also a huge part of both novels which is a huge part of seventh grade common

core. Both of the following common core standards are prominent in both texts which helps

when pairing a text:

CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama,

or poem to its audio, filmed, staged, or multimedia version, analyzing the

effects of techniques unique to each medium (e.g., lighting, sound, color, or

camera focus and angles in a film). CCSS.ELA-Literacy.RL.7.9 Compare

and contrast a fictional portrayal of a time, place, or character and a historical

account of the same period as a means of understanding how authors of

fiction use or alter history.

Both pieces of work are historic, thus allowing for the students to compare both the fictitious

story that is written, but also allow students to look at the history of why these stories are written.

American Born Chinese goes into the history if the Transcontinental Railroad, the Chinese
Exclusive Act, and Propaganda during that time. To Kill a Mockingbird goes into the history of

the 30s, the depression, and the civil rights movements. Each book goes into dark histories of

people that were isolated and seen as the minority and were treated in such horrific ways, but we

see it from young childrens eyesthe same age as 7th graders. Instead of reading a book about

an adult who is viewing these historical events (or the historical repercussions as seen in

American Born Chinese) my students will be able to see it from someone their age.

Also, because of the different times that the books are written I will be able to show my

students how even books that were written 40 years apart still have similar themes. I can also

compare the differences that are present. The fact that the protagonist in the book from the 60s

is a white female but the more recent books protagonists is a Chinese male. Why is this

important? What does this do for the readers about identity? What type of identity is seen in both

and why is this important? I think this is an important topic to discuss with students especially at

this age.

These characters are also struggling with their identity. In American Born Chinese we see

Jin and Danny both embarrassed by their Chinese heritagebut in complete opposite ways.

While Jin is doing it in a more common way that students will relate do, Danny does it in a gut

wrenching way that makes students feel uneasy (or at least should make them feel uneasy). Both

characters are embarrassed by their Chinese heritage and dont accept it. But by having the

monkey king side of the story we see a character that is fully grasping his Chinese heritage but is

still struggling with his identity alongside Jin and Danny. Then in To Kill a Mockingbird we see

Scout growing up. We see her views on life change through her experiences. We feel young

again and remember when everything seemed easy, but we also see those instances where life

starts to get to her. What is great about using both texts is that although they are both from young
peoples point of view, they are very different point of views. Jin is a Chinese young boy while

Scout is a white young girl. Jin is dealing with his own identity issues as it has to do with his

culture. Scout is dealing with identity issues but with other peoples cultures. We see these

combating ideas of identity that I think will pair perfectly together.

Character development and characterization is something very important that is taught in

7th grade language arts. Both of the novels I have chosen will do a perfect job with this. I would

first teach To Kill a Mockingbird and teach character development. This novel I think shows

character development the best and would be a great start to the year. Also, I want my students to

get their schema, and reading strategies down before they start in on a graphic novel. Reading a

graphic novel isnt hard, but I want students to have learned how to use all pieces of the text

that means the pictures as well. I also think that American Born Chinese has tougher issues to

discuss and would be better for students who are more developed in this idea of identity to read

it. Not right at the beginning of the unit because than some students may miss the whole point of

Gene Luen Yangs novel. American Born Chinese is also a great choice for characterization

because there is so much in this book. Students will be able to see the character development that

they previously saw in To Kill a Mockingbird and then build on their schema and delve deeper

into characterization and the importance of it in the graphic novel.

Focus Questions

What shapes a persons identity?

Are our identitys predetermined for us? Or do we choose?

Does culture have an effect on our identity? Why or why not?

Activity/Task
 I would start with To Kill a Mockingbird earlier in the year. This book I think students

are more familiar with; especially the historical aspects of the novel. This well help students

learn about schema and character development. It is also in a form the students are used to

reading in a classroom setting. We will then later read American Born Chinese. This book delves

into deeper topics that I need to make sure my students are ready for and that they are respectful

enough (especially since this is for a 7th grade class). Since the book is a graphic novel I also

want to make sure students understand how to read. This may seem obvious for students in a 7th

grade class but I mean more than read the words. I want to make sure students can look beyond

the text to the historical significance and see the important information that is shown in the

simple text, as well as the pictures that are drawn. We will go over graphic novels before we start

the book so students can understand how to read the pictures but it is more than that. Students

need to be able to look deeper into the novel and feel the different emotions Gene Luen Yang

wants his readers to feelthis can only be done if we go over To Kill a Mockingbird first and in

great depth.

While students are reading To Kill a Mockingbird they will have a worksheet they are

filling out about character development. They will not be turning this in after a certain portion of

the book is read but instead is a continuous assignment because Scouts character development

changes throughout the novel. This is a section that will be done throughout the lesson. The task

I will do specifically for To Kill a Mockingbird that works alongside this worksheet of character

development is a timeline. I want each individual student to create a timeline that will have both

historical events we have gone over in class and events from the novel. We will have had lessons

on historical events that surround and encompass the book while we are reading. We will go over

some significant events within the novel as well but I also want to see what the students see as
important. They will be encouraged to be artistic to the best of their abilities. Once they have

seen the example I will create, they will know I will not be grading on artistic abilitymy art

will definitely not be as good as I am more than positive some of my students will create. Dont

worry Ashley, they will not only be creating a timeline. Mwahaha! No. They will also have

questions they must have answered on the back. Questions like: Describe one of the historical

events from your timeline. Does this historical event go with To Kill a Mockingbird? If so,

where? *Pick an event that works with the novel*; What event do you see the biggest

character development for Scout? What type of character development? There will be more

questions I will add on with the assignment, but as of right now I cannot think of more because I

dont know what other things we will have gone over with the novel. I also think the questions

will depend on the students. What do I want to make sure they learned because so far they

havent shown me that they have? What did this class really understand and what didnt they?

Depending on where we go with the book and what I want them to know for the next lesson will

really change what questions I ask.

I have all of my lessons planned out for American Born Chinese but I am going to choose

the one that I am most excited about. The Socratic Seminar. I think Socratic Seminars are when

students learn the most and as teachers we see the most growth in our students. Students are

working with each other to answer these questions and ideas are bouncing off each other in such

a graceful way. Students get so involved and want to speak because they are things maybe they

were questions or were curious about. I love them. For this Socratic Seminar I will have each of

my students write out 5 questions as homework. I will remind the students that we have gone

over what a good question is previously in the year. Maybe ask them for what qualifies as a good

question? We will have one over convergent (one right answer question), Divergent (open-ended
questions), and evaluative (multiple perspectives) questions. We will have gone over why we

shouldnt ask yes or no questions during a Socratic Seminar. Even though we will have gone

over it earlier in the class I still will have to make sure to remind my studentsjust because we

went over it doesnt mean they will remember. This goes with character development and

literary device terms we go over previously, just because we went over it doesnt mean students

dont need a reminder. Its that whole hill teaching. You bring up a topic, then they forget. So

you keep bringing it up to help them LEARN it instead of simply memorize it for a test (I

learned that in 9th grade honors English and have never forgotten it). One of the questions must

be a questions that relates To Kill a Mockingbird to American Born Chinese. Im curious to see

what students ask and whether or not they bring up the question during the seminar. I may ask

them to start with a To Kill a Mockingbird question to make sure it happens, but I also dont

want to take away from the authenticity of the Socratic Seminar which is completely student led.

The way I plan to do it is to have all the students in a circle. I will be included in the circle and

will have a diagram with each of the students names in a box to keep track of what students say

and who participated and who didnt. I will ask if there is anyone who would like to be the leader

for this seminar. The students will have done a Socratic Seminar before so they will understand

what the leader does, but for this I will explain in detail. The leader is not necessarily in charge

of the seminar, instead they are the one guiding the conversation if it lulls. If there is a pause they

may ask one of their questions, ask someone who hasnt spoken if they have a question theyd

like to ask, something like that. This way the teacher is not the one in charge but is instead an

outsider. This is also beneficial for middle school because these students still need a leader to get

startedunlike our college class where people will just take charge. After the seminar students

will fill out a piece of paper answer three questions. How did you participate in the Socratic
Seminar and how do you know?; What would you have done differently if you could redo the

Socratic Seminar and why? and Were there any questions you wanted asked that we didnt get

to in the Seminar? For me I will really pay attention to the first and third question. The first

question because I want to see if there is a reason why students that didnt participate didnt. The

third question because I may answer those questions the next day if we have time. I may also

guide the next days discussion based on what questions were brought up a lot during the

seminar and what students seemed curious in. I may change it so some questions one class asked

a lot, I would ask another class. Or maybe I would keep the same question going in the class

because it didnt seem the students were done grappling with the topic. It will really depend on

the students and what questions they ask. This after all is their seminar.