"American Born Chinese" by Gene Luen Yang

A lot of my students enjoy reading graphic novels. I think there is some debate on whether graphic novels can be a legitimate literary text students should study. Although they contain far fewer words than prose, graphic novels are ripe with visual techniques that students learn to interpret. Furthermore, with the fewer words, students are required to fill in the blanks for themselves. My own students recognize that graphic novels and prose both employ description but that a graphic novel can be a great medium for story-showing instead of storytelling. I really enjoyed reading American Born Chinese. The author ties together three different story lines in a surprising way. Also, I think he addressed the issues of bullying, stereotypes and identity in a whole new way. Even if students aren't struggling with anti-Asian discrimination, they could be dealing with their sexuality or another aspect of their identities. Here are some ways I would use this text:
1. Students can study graphic novels as a medium to tell a story or narrative. First, as they read American Born Chinese they note one of the main story-lines and how the author develops the story through images. Students would write their own narratives and then create a graphic novel or comic for that narrative. Students are writing and thinking critically about which details are important and how a scene would really look. They are connecting the writing with images in their heads.
2. American Born Chinese is all about stereotypes, racism, discrimination and identity. Jin Wong realizes he is ostracized by his peers and by high school decides to change his identity. Through the three story lines, students can see various examples and effects stereotyping. In the Monkey King story, the monkey king turns violent when he is restricted from appreciation (and a good lunch) just because he is a monkey. He exchanges his kingdom and the love of his monkeys for power and an identity above the other deities. Young Wong's teachers are blatantly careless with their stereotypes. Wong's peers make a lot of assumptions about him and won't be his friend. Then he makes a couple friends (also Asian) who all suffer from various moments of bullying. Finally, Chin-Kee is the ultimate stereotype. He refers to himself in first person; he has terrible grammar; he eats cats and gizzards, he wears a top-knot and old fashion clothing. Probably the worst stereotype mentioned was when Chin-Kee told the girl he wanted to bind her feet and make her have his babies as if she was a possession. Students often struggle with taking their knowledge of the past (or just rumors) and applying them to the present. Some of my own students were calling Japanese people our enemies because of what happened in World War II. Then I asked them if they knew any Japanese people and if they were really like how they were thinking of them. Students can use their own experiences to understand this topic better and how to end it in their society.
3. Finally, I think it would be fun to look at the proverbs and wisdom present in this text. Chinese culture is often depicted as one rich in proverbs and parables. Students can read this graphic novel for the stories Yin's mother tells him and the monkey story-line. They can determine what the moral of the stores are and compare them to Western fables. In addition, students can write proverbs and fables of their own to demonstrate a point.

"Night" by Elie Wiesel

Night is often used in high schools, at least in Washington, as literature to help students attain information and empathy toward the Holocaust. Any instruction on the Holocaust must have a supportable rationale like students will learn about discrimination, authority, and bystander syndrome as they study the Holocaust and apply their knowledge to create solutions for their world today. Teachers must be careful with how they teach their students about the Holocaust because some students may become desensitized or, alternately, traumatized by this era of hate and cruelty. In worst cases, students might blame the victims for their weakness. Therefore, teachers use literature, fiction and non-fiction like Night, to introduce the human side of the Holocaust to their students. Here are several strategies a teacher can use with Night.

1. Students can study Night in literature circles. In each group, students are in different roles that correspond with each other to promote a deeper study of the text. One student may be in charge of background research, another in charge of discussion questions and yet another leading the bridge builder that connects the book to other information they already know.
2. Night is a memoir about one youth’s experience with anti-Semitism, concentration camps and death. Throughout this text, students can study how the author expresses his feelings (he will never forgive himself for not protecting his father), deals with violence and hunger, how his character changes and the historical context of the story (this would fit in with a chronological study of the Holocaust).
3. Students can also study the text for information about the Jewish faith. Elie’s faith changes throughout the story from avid student to tormented unbeliever. Although the focus would not be on how God failed the Jews, it could focus on Elie’s personal evolution emotionally and spiritually. Teachers beware of students over-identifying and becoming traumatized by the text.
4. Students can study Night for instances of discrimination, intolerance, violence, and hatred. The study should not end there but build upon the students sense of social justice and how they can change the world. Student can compare the Holocaust to instances of genocide in Africa and hate crimes they have witnessed or heard about in their own lives. This could lead to a project where students contribute to the betterment of their community.
5. Students are studying human rights. Through a study of Night, students study Night as a testimony of human rights activism. Students can also research and study other human rights activists, connect the stories and present on the information to their class. Then students create a plan on hose they could become human rights activists.

"Romeo and Juliet" by William Shakespeare

Romeo and Juliet was not my favorite text to read in high schools and it was not my favorite play to read in college. In high school, I did not struggle with the language but with the choices of the main characters. This text can be challenging for secondary students because 1. language 2. poetry and play writing 3. number of characters. With that said, there are several aspects of this books that are helpful to teach students new skills.

1. Translate into modern speak. Shakespeare invented a lot of new words. This play was written in modern English that is fairly unfamiliar to students. In order to get meaning out of the text, the teacher will need to do a bit of scaffolding on new vocabulary and how puns are used.Students work on interpreting and analyzing unfamiliar language to build on their own use of language and to understand complex language in their modern world. Students could translate a scene and then film it in the modern context.

2. Poetry. Shakespeare often employs soliloquies, sonnets and poetic elements in this play. Lines are in iambic pentameter. When students study Shakespeare's use of sonnets and write their own, they can organize their thoughts on a subject in a new way. Furthermore, students can use Shakespeare's use of metaphors to create metaphors that help them understand other subjects. Using metaphorical thinking and language can help students gain deeper understanding of their world. Additionally, a study of imagery in "Romeo and Juliet" can teach students how to be descriptive in their own writing.

3. "Romeo and Juliet" is a good play to study a time period. Written during the Elizabethan era, the play is set in Verona, Italy. Although the descriptions are not totally accurate to the area, students can compare the customs and concerns of the people with their own culture to learn more about the past. Moreover, students can study the tradition of theater in the culture. This is a tragic play though it was a romance. Students can examine what makes a tragedy, how the lovers acted and how those compare to their world.

4. Students can study "Romeo and Juliet" for theme. Overall the theme, or moral of the story, is that families should not feud, or people should not fight over nothing because the innocent pay for it. In addition, students can study the play to analyze how characters act and react to each other. How do the character's actions build on each other to continue the feud? Students can study the choices of the characters and decide whether they think the choices were wise and valid or not.

Overall, I would choose a Shakespearean comedy to teach. However, students can learn a lot (ethically) from tragedy and connect it to their own lives.

"The Absolutely True Diary of a Part-Time Indian" by Sherman Alexie

As a college student, I enjoyed reading Alexie's novel about a Spokane Indian boy facing challenges to make a better future for himself. This text offers us many aspects to study. Here are a few:
1. Culture & Diversity.
     This novel is set on the Wellpinit Reservation, just north of Spokane. Some of Spokane's landmarks are mentioned. Arnold, the protagonist, ventures off to Reardan, a rural community, in order to get a better education. His sister marrieds a Flathead Indian and moves to Montana. For Washingtonian students, these details could make them want to read the book more and make them more connected to the text. I felt especially excited when Polson, MT was mentioned because I've been there. As a lesson, the teacher could focus on geography and the history of the tribe. Students can use the text to compare and contrast the two communities on their practices and living conditions. Furthermore, students can discuss how diversity is addressed in this book.
2. Identity.
       In the beginning, Junior sees himself as a dirt poor Indian with "water on the brain." He has cerebral palsy and other issues that make him easy to pick on. But his teacher forces him to realize that his identity is not with his drunken tribe members. When Junior starts going to Reardan, he becomes Arnold: a confident student and capable athlete. Arnold builds a positive self view of himself and changes as a person a lot throughout the book. He struggles with being Indian on the reservation but "White" when he is in Reardan. Students can look at that transformation and analyze the resolution.
3. Coming-of-age & high school.
        Arnold experiences a lot of hard things and a lot of great things in High School. He learns how to take care of himself and how to become a better student. He gains new perspectives about his tribe and makes decisions based on increasing wisdom.
4. Grief.
       Arnold is faced with the death of his grandmother (killed by drunk driver), sister (burned to death while drunk, and Eugene (Dad's friend, shot while drunk). Arnold has to deal with the humor of his grandmother's funeral, the inappropriate reaction to his sister's death and his sadness at Eugene's death. Students can analyze Arnold's phases of grief and his thoughts on his family and tribe throughout. What does he think about alcohol? What are some of the tribe's traditions for deaths?
5. Challenges.
      Arnold faces many challenges, many of which are listed above. He has problems and he finds solutions. He think he will be bullied, so he punches the cool jock first. He lost his best friend, so he keeps sending him questions and funny notes. He wants a better education, so he befriends the nerdy kid. He gets hurt in a basketball game, so he makes sure to beat them the next time. Arnold does not always know what to do but students can analyze the trouble he faces and how he always makes good. He makes more for himself and his future.
6. Poverty.
      Arnold often talks about the poverty of the Spokane Indians. He also mentioned that there are some white people that are poorer than the Indians. Arnold struggles with having to walk to school, having dingy clothes, not being able to eat and not being able to pay for dates. Students can look at the causes and  challenges poverty places on living and think of creative solutions to end poverty, at least for the tribe.

TPA Lesson Plan

    Eastern Washington University has adopted an adaptation of a lesson plan template from the University of California for teacher candidates to use. This template requires a lot of thinking and writing but is a tool to teach student teachers how to think about lesson planning. By the time students graduate, they will have written several lesson plans using the TPA. Though they may not use the TPA, specifically, again in their teaching careers, the TPA trains teachers how to think and what do consider when making a lesson plan until it is instinctual.

     When considering a unit, the teacher needs to know the demographic of their classroom and the culture of the students being taught and even their parents. Personalities and personal hardships both effect how a classroom operates each day. Teachers also consider individual student needs when planning the specific activities for each lesson. Instruction should begin with standards to which goals and objectives are related. One thing teacher candidates learn is that learning activities and instructional strategies should be based on research and thoughtful planning. The teacher is held accountable to use best practices. Teacher candidates write what my school calls a “Learning Target” so each student knows what they are learning. Teachers need to explain the core vocabulary used and how the target relates to their learning.

     Some things that I personally need to work on in my lesson planning are assessment and making connections between the objectives and activities to the assessment and learning goal. One question is, “How will you record what you see and hear.” So far, I do not have an ongoing file on my students other than the gradebook. I am not too good at keeping details of what they have learned individually in my head. When students take assessments, every question should be aligned with an objective. Students should be able to really show what they have learned. Furthermore, students may not understand that the activities they do help them learn skills we will look for in their assessment. We want to see them to see the line of improvement in their skills as we work on assessing them.

Mapping a Route Toward Differentiated Instruction

"Mapping a Route Toward Differentiated Instruction" by Carol Ann Tomlinson

     Differentiated instruction takes place when students work at different speeds and levels. Tomlinson suggest that the traditional method of teaching all students the same thing, at the same pace is not necessarily helpful for all student to learn. Her first step to differentiated instruction is to have the end goal in mind. To have successful teaching, students need to have new understanding and be engaged in what they are learning. Just because a teacher gives students different amounts of time to finish an activity or uses different activities that allow movement, creativity and choice, does not mean the teacher is creating differentiated lessons. The lesson must always have the end goal in mind and the students should know what that goal is so they can link their activities to long term learning. Just because the students are engaged or having fun does not mean that they are gaining deeper understanding. I worry about this in my future classroom. I believe teachers need to find creative ways to engage students and provide them with different strategies to learn. One way to do that is use games. If I am not careful, I will use games or fun projects because I want my students to be happy, but they will not further student learning.

      The differentiated lessons begin with key concepts students should know by the end of the unit like "culture". Then teachers use principles like "how cultures are shaped." Next the teacher defines facts and terms students should know by the end of the unit and the skills they should have such as interpreting historical data. Finally, teachers use essential questions to engage student interest in their learning. These questions can be about how the topic is related to their lives. Teachers can differentiate instruction in different ways. One is that student work can be directed by their personal interests. Another is that differentiation depends on the students' readiness. Teachers can give different resources and levels of support depend on their level of understanding and skill. Finally, the instruction depends on the teacher's assessment of student progress. Throughout instruction, the teacher can introduce different strategies like differentiated groups or differentiated graphic organizers to assist in learning at different levels of readiness. I had not previously thought of differentiation this way. I thought of it more as giving the students who work faster another task to work on when they were done. Instead, departments work together to set the key concepts, terms and skills students need to have in order to move on. The teacher creates lessons that engage different levels of skills and understanding, not speeds and not just different activities keep students from calling the class boring.

Double-Entry Diary from Tovani

Double-Entry Diaries

Direct Quote and page Number                                                                This reminds me of…

1.       “Someone is chasing me. ‘Stop! Thief!’ I run.” (1)      When Aladdin runs through the streets because                                                                                                                      he stole food

2.       “At last we plunge into a dark hole” (2)                          In Maus, some people hid in the garbage holes.

3.       “Soon it won’t be ladies chasing you” (2)                       In Maus, in Auswitz there were female KAPOs

4.       “Runt is good.” (5)                                                                   In Newsies, Jack decides the new guy’s                                                                                   little brother would help them make profits selling                                                                                          papers because he is small and cute

5.       “He reached down and fingered the yellow

Stone hung around my neck… ‘I always had it’” (7)   In Anastasia, the princess does not remember                                                                                    who she is but has a necklace since before her                                                                                                          memories.

6.       “Stupid. Stupid. They take everything. Just to

take it” (13)                                                            The boys remind me of Oliver Twist because                                                                                       they steal money and valuables as a game.

Quote and page                                                                       I visualize….

1.       “He was dragging me, running. He was much

bigger.” (2)                                                                                 the person is a bully like                                                            Goyle in Harry Potter.

2.       “I gave him my name. ‘Stopthief.’”  (3)                          A pre-teen who never knew family, only                                                                                                        stealing for food.

3.       “He took me to meet the others. We were in

a stable.” (4)                                                                  a bunch of raggedy dirty kids but warm enough.

4.       “’Tonight you sleep on the floor,’ he said.

‘Tomorrow I’ll get you a bed.’” (9)                                    Uri treats Stopthief like a little brother. I can                                                                                                see Uri patting him on the head.

5.       “We walked to the shopping district, where

the big stores were.” (10)                                                    the big department stores in Chicago.

6.       “And then a woman in a fox fur came down the

aisle and reached over the seats and drew down

the window on Uri’s hands.” (14)                                     an awful woman like the witches on Hocus                                                                                                                  Pocus

Quote and page                                                                       I wonder….

1.       “He stared at me. ‘Who are you?’” (3)                            is the narrator a girl or boy?

2.       “The boys who were not smoking were

eating... All sorts of other things glittered

in the pile.” (5)                                                                Did the boys steal items so they could sell it?

3.       “’A tiny smelly stupid Jew’” (6)                                       will the other boys accept him and make him                                                                                                              important in their group?

4.       “’A Jew is an animal. A Jew is a bug’” (7)                        Why doesn’t he say what a Jew really is?

5.       “A strange music filled the air: the sirens’ wail

And the thump of exploding shells.” (14)                      Are they near a battle front? Why can they hear                                                                                                       war?

6.       “We smashed into a restaurant, plowed through

a field of red tablecloths…” (15)                                         Will the Destruction hurt the restaurant                                                                                                owner or is it abandoned like the barber shop?

                       

Quote and page                                                                       I am confused about….

1.       “Sometimes it is a memory in the middle of

The day as I stir iced tea or wait for soup…”                  Is it a delusions, a memory or past life?

2.       “Jackboots?” (2) “What’s a Jew?” (6)                              Why doesn’t he know what Jews and                                                                                                       Jackboots and artillery are?

3.       “’We’re in for it good.” (7)                                                   What exactly do they think they are in for?                                                                                                                  Poverty? Death?

4.       “’Strawberry babka’” (7)                                                       What is strawberry babka?

5.       “’A Jew is an animal. A Jew is a bug’… Others

cheered and clapped.” (7)                                              Why are they celebrating being as low as bugs?

6.       “’You’re a Gypsy, ain’t you?’… I nodded.”                     Is he really a Jew or a Gypsy?

So far I’ve learned that this book is about homeless Jewish boys during a time of war. I predict that the boys are near Germany and will be captured as Jews. This story is about poverty, war and racial identity.