Unit 2: Power through Culture
Weeks 4-7 Calendar- Fall Semester (20 Days)
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Rationale
In out second unit students will engage in further defining power by looking at how power works specifically through culture. To do this, students will be working through understanding cultural stereotyping with American Born Chinese by Gene Luen Yang. We will discuss how stereotypes come about and why they are inaccurate and hurtful. This text is a graphic novel, a genre that is probably unfamiliar to most students. To assist students with this new type of text, we will be reading excerpts from The Power of Comics by Randy Duncan and completing instruction and activities on how to read in comic form. This graphic novel will also lead our class into discussion of how mythology contributes a culture's identity. Students will study how Gene Luen Yang captures mythology through comic form and end the unit by creating a comic depicting a myth from their own culture.
This unit is designed to introduce students to a new way of reading and understanding a text while also promoting cultural respect. Graphic novels present information to readers through their unique combination of narrative and visual storytelling. This combination is engaging and intriguing to young readers; "these texts are appealing to students because they provide visual support for understanding language and story development, as well as draw on students' experiences with video games" (Beach, Thein, Webb, Teaching to Exceed the English Language Arts Common Core State Standards, 124). Furthermore, it is important for students to be exposed to a variety of different genres of literature. Students need to be able to not only analyze words, but also understand how images work to create meaning. Specifically, we will also be studying how dialogue functions in comic form, as opposed to how it world work in a traditional fiction text (in accordance with State Standard RL.8.3). Also through this unit, students will learn about stereotyping, mythology, and have the opportunity to share their own culture. The activities associated with these goals are designed to promote cultural respect among students. Studying stereotyping as a cultural model "can shed light on reasons why certain actions and beliefs are valued over others in particular contexts" (Beach, Thein, Webb, Teaching to Exceed the English Language Arts Common Core State Standards, 64-65). By learning about the dangers of stereotyping and having the opportunity to teach the class about their own culture, I hope to create a safe space in my classroom as well as creating respect and tolerance among students.
This unit is designed to introduce students to a new way of reading and understanding a text while also promoting cultural respect. Graphic novels present information to readers through their unique combination of narrative and visual storytelling. This combination is engaging and intriguing to young readers; "these texts are appealing to students because they provide visual support for understanding language and story development, as well as draw on students' experiences with video games" (Beach, Thein, Webb, Teaching to Exceed the English Language Arts Common Core State Standards, 124). Furthermore, it is important for students to be exposed to a variety of different genres of literature. Students need to be able to not only analyze words, but also understand how images work to create meaning. Specifically, we will also be studying how dialogue functions in comic form, as opposed to how it world work in a traditional fiction text (in accordance with State Standard RL.8.3). Also through this unit, students will learn about stereotyping, mythology, and have the opportunity to share their own culture. The activities associated with these goals are designed to promote cultural respect among students. Studying stereotyping as a cultural model "can shed light on reasons why certain actions and beliefs are valued over others in particular contexts" (Beach, Thein, Webb, Teaching to Exceed the English Language Arts Common Core State Standards, 64-65). By learning about the dangers of stereotyping and having the opportunity to teach the class about their own culture, I hope to create a safe space in my classroom as well as creating respect and tolerance among students.
Goals
- Understand the role culture plays in determining power
- Learn how to read graphic novels and comics
- Interpret graphics to gain meaning
- Recognize the effect of multiple points of view in one work
- Understand how dialogue works in a text
- See how mythology and legends are expressed in a modern work
Standards Addressed
- Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (CCSS: RL.8.3)
- Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. (CCSS: RL.8.6)
- Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. (CCSS: RL.8.9)
- Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (CCSS: W.8.7)
Texts
American Born Chinese, by Gene Luen Yang
Jin Wang starts at a new school where he’s the only Chinese-American student. When a boy from Taiwan joins his class, Jin doesn’t want to be associated with an FOB like him. Jin just wants to be an all-American boy, because he’s in love with an all-American girl. Danny is an all-American boy: great at basketball, popular with the girls. But his obnoxious Chinese cousin Chin-Kee’s annual visit is such a disaster that it ruins Danny’s reputation at school, leaving him with no choice but to transfer somewhere he can start all over again. The Monkey King has lived for thousands of years and mastered the arts of kung fu and the heavenly disciplines. He’s ready to join the ranks of the immortal gods in heaven. But there’s no place in heaven for a monkey. Each of these characters cannot help himself alone, but how can they possibly help each other? They’re going to have to find a way—if they want fix the disasters their lives have become. (Overview from Amazon.com)
Jin Wang starts at a new school where he’s the only Chinese-American student. When a boy from Taiwan joins his class, Jin doesn’t want to be associated with an FOB like him. Jin just wants to be an all-American boy, because he’s in love with an all-American girl. Danny is an all-American boy: great at basketball, popular with the girls. But his obnoxious Chinese cousin Chin-Kee’s annual visit is such a disaster that it ruins Danny’s reputation at school, leaving him with no choice but to transfer somewhere he can start all over again. The Monkey King has lived for thousands of years and mastered the arts of kung fu and the heavenly disciplines. He’s ready to join the ranks of the immortal gods in heaven. But there’s no place in heaven for a monkey. Each of these characters cannot help himself alone, but how can they possibly help each other? They’re going to have to find a way—if they want fix the disasters their lives have become. (Overview from Amazon.com)
Monkey: A Superhero Tale of China, Retold from The Journey to the West, by Aaron Shepard
If you think Superman or Spiderman has been around a long time, think about Monkey. He has been China's favorite superhero for at least five centuries. He's amazingly strong, he can fly, and he has a few tricks those other superheroes never heard of. And he's always ready to do battle with demons, dragons -- sometimes even the gods. Monkey stars in The Journey to the West, an epic comic fantasy from the sixteenth century. The part retold here is about Monkey's origin and early career -- and the one time he didn't come out on top. (Overview from Amazon.com)
If you think Superman or Spiderman has been around a long time, think about Monkey. He has been China's favorite superhero for at least five centuries. He's amazingly strong, he can fly, and he has a few tricks those other superheroes never heard of. And he's always ready to do battle with demons, dragons -- sometimes even the gods. Monkey stars in The Journey to the West, an epic comic fantasy from the sixteenth century. The part retold here is about Monkey's origin and early career -- and the one time he didn't come out on top. (Overview from Amazon.com)
The Power of Comics, by Randy Duncan
The Power of Comics includes a broad range of topics, from the history of comic books to comprehension of the medium, to creators and fandom.The chapters are well laid out, have thoughtful questions at their ends, and several chapters end with very practical examples of analysis that serve as models for students. Chapters reference a broad range of experts. (Overview from Amazon.com)
Our class will be reading selected excerpts from this text.
The Power of Comics includes a broad range of topics, from the history of comic books to comprehension of the medium, to creators and fandom.The chapters are well laid out, have thoughtful questions at their ends, and several chapters end with very practical examples of analysis that serve as models for students. Chapters reference a broad range of experts. (Overview from Amazon.com)
Our class will be reading selected excerpts from this text.
Activities and Assessments
How to Read Comics Activity
Students will practice reading a comic of their choice using the comiXology app on the school iPads. Students will pick a comic compatible with the apps "Guided View" option and proceed to use the "Guided View" function to assist them in reading their comic. "Guided View" allows users to look at one pane at a time and then tells users which pane to read next. The program also shows users the order in which to read speech bubbles. Students will use the app to become comfortable with the formatting of comics while also filling out the comic guide sheet on their selected comic. This sheet will cover every component of comics discussed in class and ask students to find examples in their selected comic.
Students will be assessed on participation and completion of the comic guide.
Students will practice reading a comic of their choice using the comiXology app on the school iPads. Students will pick a comic compatible with the apps "Guided View" option and proceed to use the "Guided View" function to assist them in reading their comic. "Guided View" allows users to look at one pane at a time and then tells users which pane to read next. The program also shows users the order in which to read speech bubbles. Students will use the app to become comfortable with the formatting of comics while also filling out the comic guide sheet on their selected comic. This sheet will cover every component of comics discussed in class and ask students to find examples in their selected comic.
Students will be assessed on participation and completion of the comic guide.
comic_guide.docx | |
File Size: | 13 kb |
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Bursting Stereotypes
Before the lesson I will thumbtack about a dozen balloons on to a white board and write labels such as American, Asian, Black, Native American, ect. next to each one. Students will write each of these terms in their notebooks and make a list of words or phrases that describe the qualities or characteristics of these groups of people. Students will them get into small groups and discuss their lists, adding new words. We will then create a class list on the chalkboard from students' discussions. I will then present students with a definition of stereotype and discuss how student reactions. Is it fair to make such sweeping judgements of such a large group of people? Is it possible for every person of each group to display a certain stereotype? We will then discuss each label individually. When the class comes to agreement that their stereotypes are unfair statements, we will pop the balloon. Students will reflect on the activity in their journals, noting how the stereotypes made them feel, which were hardest to hear, and how the felt about the stereotypes given to their own culture.
This activity will be assessed on participation.
Journey to the West WebQuest
Students will complete a webquest using the site Journey to the West - The Legend of the Monkey King. Using this site, students will read a summary of the story, read about the origins of the myth, and view character profiles. Students will gather information from this site using a worksheet. After completing the webquest, we will discuss the components of a myth, how myths are created, and the importance of mythology to culture. This information will be helpful for students' final project.
This assignment will be assessed for participation and completion of their worksheet.
Before the lesson I will thumbtack about a dozen balloons on to a white board and write labels such as American, Asian, Black, Native American, ect. next to each one. Students will write each of these terms in their notebooks and make a list of words or phrases that describe the qualities or characteristics of these groups of people. Students will them get into small groups and discuss their lists, adding new words. We will then create a class list on the chalkboard from students' discussions. I will then present students with a definition of stereotype and discuss how student reactions. Is it fair to make such sweeping judgements of such a large group of people? Is it possible for every person of each group to display a certain stereotype? We will then discuss each label individually. When the class comes to agreement that their stereotypes are unfair statements, we will pop the balloon. Students will reflect on the activity in their journals, noting how the stereotypes made them feel, which were hardest to hear, and how the felt about the stereotypes given to their own culture.
This activity will be assessed on participation.
Journey to the West WebQuest
Students will complete a webquest using the site Journey to the West - The Legend of the Monkey King. Using this site, students will read a summary of the story, read about the origins of the myth, and view character profiles. Students will gather information from this site using a worksheet. After completing the webquest, we will discuss the components of a myth, how myths are created, and the importance of mythology to culture. This information will be helpful for students' final project.
This assignment will be assessed for participation and completion of their worksheet.
journey_to_the_west_webquest.docx | |
File Size: | 15 kb |
File Type: | docx |
How Dialogue Functions
After a lesson on how to correctly punctuate dialogue, students will be split into groups. Each group will be given a comic strip from the Sunday newspaper with the speech bubbles whited out. In their groups, students will write their own version of what they think the speech bubbles would say. They will then rewrite their comic in "correct" dialogue form, as they would if writing a story. Groups will share their created comics and dialogues with the class. We will then discuss the effect of dialogue through speech bubbles, as in a comic, versus dialogue in correct form, as in a story. How do each work to propel the action? Is one more powerful than the other? Why so?
Students will be assessed on their ability to work collaboratively and complete a task. Their speech bubble writing and story dialogue will be assessed on adherence to correct dialogue conventions.
Cultural Mythology Research
Using a worksheet mirroring that of the webquest, students will complete a short research project on a myth from their own culture. Students will begin by brainstorming what exactly their own culture is. Once they have narrowed down their culture to one overarching label, such as German, they will complete a web search of mythology specific to that culture. Then, they will pick three myths from their culture to research. They will use their worksheet to record information on the story line, the characters, and the origins of the myth. After completing all of their research, students will choose one myth to use for their final project.
Students will be assessed on participation and completion. Students must complete their worksheet for three different myths, with information on story line, characters and origins.
After a lesson on how to correctly punctuate dialogue, students will be split into groups. Each group will be given a comic strip from the Sunday newspaper with the speech bubbles whited out. In their groups, students will write their own version of what they think the speech bubbles would say. They will then rewrite their comic in "correct" dialogue form, as they would if writing a story. Groups will share their created comics and dialogues with the class. We will then discuss the effect of dialogue through speech bubbles, as in a comic, versus dialogue in correct form, as in a story. How do each work to propel the action? Is one more powerful than the other? Why so?
Students will be assessed on their ability to work collaboratively and complete a task. Their speech bubble writing and story dialogue will be assessed on adherence to correct dialogue conventions.
Cultural Mythology Research
Using a worksheet mirroring that of the webquest, students will complete a short research project on a myth from their own culture. Students will begin by brainstorming what exactly their own culture is. Once they have narrowed down their culture to one overarching label, such as German, they will complete a web search of mythology specific to that culture. Then, they will pick three myths from their culture to research. They will use their worksheet to record information on the story line, the characters, and the origins of the myth. After completing all of their research, students will choose one myth to use for their final project.
Students will be assessed on participation and completion. Students must complete their worksheet for three different myths, with information on story line, characters and origins.
Culminating Assignment and Assessment
Cultural Mythology Comics
For this culminating assignment, students will each create a comic, using Pixton, which depicts a myth from their own culture. Students will use their cultural mythology research worksheet as a plan for their comic. This worksheet will provide them with all the necessary information to form their myth around. Student will create a two row comic with five to seven frames using the Sunday Funny format. Students will depict a scene from the myth they chose in their research to capture in their comic. They should be aware of and use all elements from their comic guides when designing their own comics and also use correct dialogue as learned in the How Dialogue Functions activity. Students should also use American Born Chinese's comic depiction of Journey to the West through comic form as a model for their comics. Student comics must show specific characters, setting, and story line as recorded in their research. On the final day of the unit, students will share their comics with the class, providing insight to different cultures.
This assignment will be assessed on use of comic elements, correct dialogue, and inclusion of appropriate characters, setting, and story line. Students must give specific attention to all comic elements discussed in class, including panel, gutter, balloons, splash balloons, and pointers. Dialogue must be present through speech bubbles and students must use correct dialogue form. Finally, students must include all elements of their research. Students must visually capture the myth's characters and setting. They must also express the story line through their transition of panels.
*This culminating assessment will require students to draw on the information they learned throughout the unit on the elements of comics, correct dialogue form, and on how cultural mythology can be expressed through visual means. This second culminating assignment will provide students with one possible modality to use as part of their student choice culminating assessment at the end of the year.
For this culminating assignment, students will each create a comic, using Pixton, which depicts a myth from their own culture. Students will use their cultural mythology research worksheet as a plan for their comic. This worksheet will provide them with all the necessary information to form their myth around. Student will create a two row comic with five to seven frames using the Sunday Funny format. Students will depict a scene from the myth they chose in their research to capture in their comic. They should be aware of and use all elements from their comic guides when designing their own comics and also use correct dialogue as learned in the How Dialogue Functions activity. Students should also use American Born Chinese's comic depiction of Journey to the West through comic form as a model for their comics. Student comics must show specific characters, setting, and story line as recorded in their research. On the final day of the unit, students will share their comics with the class, providing insight to different cultures.
This assignment will be assessed on use of comic elements, correct dialogue, and inclusion of appropriate characters, setting, and story line. Students must give specific attention to all comic elements discussed in class, including panel, gutter, balloons, splash balloons, and pointers. Dialogue must be present through speech bubbles and students must use correct dialogue form. Finally, students must include all elements of their research. Students must visually capture the myth's characters and setting. They must also express the story line through their transition of panels.
*This culminating assessment will require students to draw on the information they learned throughout the unit on the elements of comics, correct dialogue form, and on how cultural mythology can be expressed through visual means. This second culminating assignment will provide students with one possible modality to use as part of their student choice culminating assessment at the end of the year.