Whitney+Baker

**ENGL 409 ** **Dr. Tucker- Winter 2011 ** **Formative Unit **   **Rationale ** As teenagers make the transition to high school it can be a difficult tomes that come with many questions; questions about oneself, about society and how the two blend together. For many teenagers, being part of a culturally diverse community can make the task of defining oneself even more difficult. The thematic unit based on “interrelationships and self reliance” seeks to highlight how people who are culturally diverse struggle to find a balance between identifying themselves within their native culture as well as the dominant American culture. Hopefully the literature used in this unit will speak to these issues as well as issue surrounding stereotypes and discrimination. The units primary piece of literature, American Born Chinese, by Gene Luen Yang is juvenile fiction piece that alternates three interrelated stories about the problems of young Chinese Americans trying to participate in the popular culture, presented in comic book format. At the 9th grade English Language Arts level, the focus is on the introduction to high school reading through the understanding of Inter-relationships and Self Reliance. This Contemporary, Realistic, Fiction Novel addresses the following content expectations: **2.1 ** Develop critical reading, listening, and viewing strategies **2.3 ** Develop as a reader, listener, and viewer for personal, social and political purposes, through independent and collaborative reading. From reading this novel, students understand the influence class, race, language, and culture have on relationships and decisions. Students are challenged to think about the following questions: · How do my relationships within and across groups affect others? · What stereotypes exist in our world? · What is equality? How can we work to achieve it? · Why is it so difficult for people to stand up and do what is right? · Do I have the courage to do what is right? <span style="font-family: "Verdana","sans-serif";">Through the experience of reading this book, class discussions, formative and summative assessments, the objective is that students can make the connection to their own perspective on issues of inequality, racism, prejudgment and how they discover the truth about themselves and others. They will explore how they stand up for what they value and question what power they have as an individual to make positive change. <span style="font-family: "Verdana","sans-serif"; font-size: 11pt;"> **<span style="font-family: "Verdana","sans-serif";">(Unit Proposal) ** **<span style="font-family: "Verdana","sans-serif";">Planning Intertextual Studies: ** **<span style="font-family: "Verdana","sans-serif";"> Interrelationships and Self Reliance in Fiction **
 * <span style="font-family: "Verdana","sans-serif"; font-size: 20pt;">Whitney Baker **

//<span style="font-family: "Verdana","sans-serif";">American Born Chinese //<span style="font-family: "Verdana","sans-serif";">by Gene Luen Yang · <span style="font-family: "Verdana","sans-serif";">To help students understand the influence class, race, language, and culture have on relationships and decisions. · <span style="font-family: "Verdana","sans-serif";">To help students make the connection to their own perspective on issues of inequality, racism, prejudgment. · <span style="font-family: "Verdana","sans-serif";">Challenge students on how they discover the truth about others. · <span style="font-family: "Verdana","sans-serif";">Help students explore how they stand up for what they value and question what power they have to make positive change.
 * <span style="font-family: "Verdana","sans-serif";">Course: **<span style="font-family: "Verdana","sans-serif";">9th Grade ELA
 * <span style="font-family: "Verdana","sans-serif";">Unit: **<span style="font-family: "Verdana","sans-serif";">Understanding Self and Relationship to the World through research and literature
 * <span style="font-family: "Verdana","sans-serif";">Texts: **
 * <span style="font-family: "Verdana","sans-serif";">Form of Intertextual Study: **<span style="font-family: "Verdana","sans-serif";">Thematic
 * <span style="font-family: "Verdana","sans-serif";">Purpose: **

· <span style="font-family: "Verdana","sans-serif";">How do my relationships within and across groups affect others? · <span style="font-family: "Verdana","sans-serif";">What stereotypes exist in our world? · <span style="font-family: "Verdana","sans-serif";">What is equality? How can we work to achieve it? · <span style="font-family: "Verdana","sans-serif";">Why is it so difficult for people to stand up and do what is right? · <span style="font-family: "Verdana","sans-serif";">Do I have the courage to do what is right?
 * <span style="font-family: "Verdana","sans-serif";">Essential Questions: **

· <span style="font-family: "Verdana","sans-serif";">What is a stereotype? · <span style="font-family: "Verdana","sans-serif";">What stereotypes exist in our world, do I fall into any of the categories? · <span style="font-family: "Verdana","sans-serif";">How do stereotypes impact our view of the world? · <span style="font-family: "Verdana","sans-serif";">What are examples of oppression/discrimination/stereotypes that are published in the popular mass media today? · <span style="font-family: "Verdana","sans-serif";">What abilities do I/community have to be motivators for change?
 * <span style="font-family: "Verdana","sans-serif";">Unit Questions: **

//<span style="font-family: "Verdana","sans-serif";">Concept Mapping: //<span style="font-family: "Verdana","sans-serif";">Students will analyze what they read by focusing on the literary elements of character, conflict, and resolution. //<span style="font-family: "Verdana","sans-serif";">Reflective Writings: //<span style="font-family: "Verdana","sans-serif";">Students will keep a detailed journal that serve as prompts to lessons, documentations of their experiences through this process, and reflection. //<span style="font-family: "Verdana","sans-serif";">Research and Final Essay: //<span style="font-family: "Verdana","sans-serif";"> Students will draw on research to create a final essay with stress on reflections on class discussions, activities, and writings. · <span style="font-family: "Verdana","sans-serif";">Students keep reader response journals as they read, noting all similarities in the work to the essential/unit questions and other links they can make. · <span style="font-family: "Verdana","sans-serif";">Students work in groups to determine a course of action as to how they will work to motivate change within their schools/ communities. · <span style="font-family: "Verdana","sans-serif";">Students participate in class discussions where they compare and contrast their findings/ideas for change. · <span style="font-family: "Verdana","sans-serif";">Student’s research stereotypes that exist found in popular media today and report on one piece of information from their research that helped them understand or elaborate on a point from a previous text. · <span style="font-family: "Verdana","sans-serif";">Students write a reflection on how learning about class, race, language, culture, stereotypes, inequality, and stereotypes broadened or changed their understanding or opinions and how the project has or has not empowered them to be motivators of change. <span style="font-family: "Verdana","sans-serif"; font-size: 11pt;">
 * <span style="font-family: "Verdana","sans-serif";">Assessments: **
 * <span style="font-family: "Verdana","sans-serif";">Learning Activities: **
 * __<span style="font-family: "Verdana","sans-serif";">Lesson Plans- __****<span style="font-family: "Verdana","sans-serif";">First 10 Days **


 * __<span style="font-family: "Verdana","sans-serif";">Day One __**

<span style="font-family: "Verdana","sans-serif";">Introduce the unit’s text: “American Born Chinese” and get students to think and become actively involved with the elements of this novel by reading my read aloud passage pages: 45-49 and intriguing their interest.
 * <span style="font-family: "Verdana","sans-serif";">Purpose: **

<span style="font-family: "Verdana","sans-serif";">The class will be split up into groups of 4 or 5 students. Each group will work together to discuss stereotypes they think teens their age face today. Copies of the book need to be checked out or made available for each student. They will each have a notebook to document their experiences in the unit.
 * <span style="font-family: "Verdana","sans-serif";">Preparation: **

<span style="font-family: "Verdana","sans-serif";">Within groups, they will come up with the top 3 and we will then come together as a class and discuss choices as I write them on the board. Ask them, based on the title of the book, what they think the main problem will be. After interest has been generated, have students read page 7- 40.
 * <span style="font-family: "Verdana","sans-serif";">Procedure: **

<span style="font-family: "Verdana","sans-serif";">Introduce students to the topics of stereotypes and self identity issues. For example, on pages 30-31, when Jin Wang is introduced to the class with a mispronunciation in his name and when Timmy makes the comment on how “Chinese people eat dogs”.
 * <span style="font-family: "Verdana","sans-serif";">What is the message of the parable? What is its relevance to ABC?

<span style="color: black; font-family: "Verdana","sans-serif";">What do we learn about Jin's new life in comparison to his life in San Francisco's Chinatown? · <span style="font-family: "Verdana","sans-serif";">For homework, students will be assigned to read pages 43-87 <span style="font-family: "Verdana","sans-serif"; font-size: 11pt;">
 * __<span style="font-family: "Verdana","sans-serif";">Day Two __**

<span style="font-family: "Verdana","sans-serif";">To analyze the characters and settings of the novel “American Born Chinese” <span style="font-family: "Verdana","sans-serif";">To have students understand the topics presents in the novel and how they relate to “real life”
 * <span style="font-family: "Verdana","sans-serif";">Purpose: **

<span style="font-family: "Verdana","sans-serif";">Explain to the students that they will be reading the rest of the novel in segments and will be using several reading strategies to help them understand the text and its theme. Let them know that these strategies are: > They will analyze what they have read by focusing on the literary elements of character, conflict, and resolution. > They will reflect on what they have read by writing personal journal responses.
 * <span style="font-family: "Verdana","sans-serif";">Preparation: **
 * **<span style="font-family: "Verdana","sans-serif";">Literary elements mapping **<span style="font-family: "Verdana","sans-serif";">
 * **<span style="font-family: "Verdana","sans-serif";">Journal writing **<span style="font-family: "Verdana","sans-serif";">

<span style="font-family: "Verdana","sans-serif";">After reading pages 7-87 have students work in their teams using the Character Map and Conflict Map handouts. Students should focus on the characters of The Monkey King, Jin Wang, Wei Chen Sun, Danny, Chin Kee, and Tze-Yo-Tzuh. Have students share their work and record their responses on chart paper. Invite discussion.
 * <span style="font-family: "Verdana","sans-serif";">Procedure: **

<span style="font-family: "Verdana","sans-serif";">At the end of class, have students write a personal response in their journals. · <span style="font-family: "Verdana","sans-serif";">Which character do you identify with the most and why? · <span style="font-family: "Verdana","sans-serif";">Is there something that has happened to you that is similar to what has happened in the book so far? If so, write about it and tell what you did. <span style="font-family: "Verdana","sans-serif";">For Homework, students will be assigned pages 87-106 and they will respond to the following question: What stereotypes are exploited in this section? Make a list of them. Be sure to note stereotypes for both Chin-Kee and Danny.
 * <span style="font-family: "Verdana","sans-serif";">Assessment: **


 * __<span style="font-family: "Verdana","sans-serif";">Day Three __**

<span style="font-family: "Verdana","sans-serif";">Continue with our reading and study of the novel “American Born Chinese”. <span style="font-family: "Verdana","sans-serif";">Work as a group to study characters, plot, and unit questions. <span style="font-family: "Verdana","sans-serif";">The discussion floor will be open to discuss the writings on last nights reading. <span style="font-family: "Verdana","sans-serif";">Students will continue to work in groups and complete the following > They will analyze what they have read by focusing on the literary elements of character, conflict, and resolution. > They will reflect on what they have read by writing personal journal responses.
 * <span style="font-family: "Verdana","sans-serif";">Purpose: **
 * <span style="font-family: "Verdana","sans-serif";">Preparation: **
 * **<span style="font-family: "Verdana","sans-serif";">Literary elements mapping **<span style="font-family: "Verdana","sans-serif";">
 * **<span style="font-family: "Verdana","sans-serif";">Journal writing **<span style="font-family: "Verdana","sans-serif";">

<span style="font-family: "Verdana","sans-serif";">Have students work in their teams to update and/or create new Character Map and Conflict Map handouts. New Character Maps could be created for Amelia Harris, Suzy Nakamura, Melanie, and Steve. As a group, add to the class chart information about the characters. · <span style="font-family: "Verdana","sans-serif";">Open the discussion floor to the topic stereotypes that have been read thus far in the novel. Point out key point and examples I want the class to interpret. · <span style="font-family: "Verdana","sans-serif";">Bring to the forefront the role graphics play in the interpretation of this. <span style="font-family: "Verdana","sans-serif";">Devote the last few minutes of class time to journals, writing about personal connections they have made to the novel .What friends and relationships have you had that are similar to Danny or Jin Wang? How have these helped you in solving problems in your life? · <span style="font-family: "Verdana","sans-serif";">Collect and review students' materials as before. <span style="font-family: "Verdana","sans-serif";">For Homework, students will be assigned pages 109-130. Students will respond to the following prompt: Returning to the question of stereotypes, what other stereotypes do you notice in this section? Look at all of the characters.
 * <span style="font-family: "Verdana","sans-serif";">Procedure: **
 * <span style="font-family: "Verdana","sans-serif";">Assessment: **
 * __Day Four__**

<span style="font-family: "Verdana","sans-serif";">Continue with our reading and study of the novel “American Born Chinese”. <span style="font-family: "Verdana","sans-serif";">Work as a group to study characters, plot, and unit questions. <span style="font-family: "Verdana","sans-serif";">Students work together to complete questions on prior reading and begin work to tie the story together as they work to complete the novel.
 * <span style="font-family: "Verdana","sans-serif";">Purpose: **

<span style="font-family: "Verdana","sans-serif";">The discussion floor will be open to discuss the writings on last night’s reading. **<span style="font-family: "Verdana","sans-serif";">Procedure: ** <span style="font-family: "Verdana","sans-serif";">The discussion floor will be open to discuss the writings on last night’s reading. <span style="font-family: "Verdana","sans-serif";">Invite new information that could be added to the class character/conflict maps, then move on to discuss and create a new T-chart on what stereotype prevention looks like and sounds like. <span style="font-family: "Verdana","sans-serif";">Students will continue to work in groups and complete the following questions and T-Chart: > They will expand on their descriptions of class, race, language, culture, stereotypes, inequality, and stereotypes as they become familiar with personalities in the text. Students will work on T-Charts that draw on the connections between the three stories in the novel. <span style="font-family: "Verdana","sans-serif";">In addition to updating Character Map and Conflict Map handouts, distribute Resolution Map handouts to the teams and allow time to work on these. <span style="font-family: "Verdana","sans-serif";">For Homework, students will be assigned pages 133-160
 * <span style="font-family: "Verdana","sans-serif";">Preparation: **
 * **<span style="color: windowtext; font-family: "Verdana","sans-serif";">T-charts **<span style="color: windowtext; font-family: "Verdana","sans-serif";">


 * __<span style="font-family: "Verdana","sans-serif";">Day Five __**

<span style="font-family: "Verdana","sans-serif";">To tie the meanings of the stories together and begin critical thinking of the novels purpose and how this novel relates to the “real world” and experiences of all culture groups.
 * <span style="font-family: "Verdana","sans-serif";">Purpose: **

<span style="font-family: "Verdana","sans-serif";">Students will be assigned groups and will break up into four different character groups: The Money King, Jin Wang, Danny, and Amelia. In groups, they will create a list of quotes to be used in conversation with other characters when we break up and being “Speed Dating”. <span style="font-family: "Verdana","sans-serif";">The objective is for students to relate and better understand the characters resented in the book.
 * <span style="font-family: "Verdana","sans-serif";">Procedure: **

<span style="font-family: "Verdana","sans-serif";">Students will write in their journals their experiences in today’s class. For homework, they will be assigned pages 163-198. <span style="font-family: "Verdana","sans-serif"; font-size: 11pt;">
 * <span style="font-family: "Verdana","sans-serif";">Assessment: **
 * __<span style="font-family: "Verdana","sans-serif";">Day Six __**

<span style="font-family: "Verdana","sans-serif";">To tie the meanings of the stories together and begin critical thinking of the novels purpose and how this novel relates to the “real world” and experiences of all culture groups.
 * <span style="font-family: "Verdana","sans-serif";">Purpose: **

<span style="font-family: "Verdana","sans-serif";">The discussion floor will be open to discuss the writings on last night’s reading. <span style="font-family: "Verdana","sans-serif";">Invite new information that could be added to the class character/conflict maps, then move on to discuss and create a new T-chart on what stereotype prevention looks like and sounds like. <span style="font-family: "Verdana","sans-serif";">Students will write in their journals their anticipations for the ending of the book. Students will begin the reading of the rest of the novel. What they do not finish will be assigned as homework. <span style="font-family: "Verdana","sans-serif"; font-size: 11pt;">
 * <span style="font-family: "Verdana","sans-serif";">Procedure: **
 * <span style="font-family: "Verdana","sans-serif";">On page 191, Why does Jin reject Wei-Chen? What might be going on with Jin, from a psychological point of view?
 * <span style="font-family: "Verdana","sans-serif";">On pages 193 - 194 What is the significance of the dream? Make sure you look at all the illustrations carefully and study them for subtle meaning.
 * <span style="font-family: "Verdana","sans-serif";">On Page 198 What has happened here? What was your own emotional/psychological reaction to this moment?
 * <span style="font-family: "Verdana","sans-serif";">Assessment: **
 * __<span style="font-family: "Verdana","sans-serif";">Day Seven __**

<span style="font-family: "Verdana","sans-serif";">To tie the meanings of the stories together and begin critical thinking of the novels purpose and how this novel relates to the “real world” and experiences of all culture groups. Students will be assigned their summative assessment sheets in preparation for the work over the next three days.
 * <span style="font-family: "Verdana","sans-serif";">Purpose: **

<span style="font-family: "Verdana","sans-serif";">Question sheets for students to use in groups to guide their discussions and work.
 * <span style="font-family: "Verdana","sans-serif";">Preparation: **

<span style="font-family: "Verdana","sans-serif";">Students will discuss how their anticipated ending met the true ending in the groups they have worked in all week. As a group, they will work on the question sheet.
 * <span style="font-family: "Verdana","sans-serif";">Procedure: **

<span style="font-family: "Verdana","sans-serif";">Collect students' materials to be sure they are following directions and completing their written assignments as expected. I will respond to their journals and, as need be, model the type of response I would like them to make; however I will not give a grade for these until the end of the unit. <span style="font-family: "Verdana","sans-serif"; font-size: 11pt; line-height: 115%;">
 * <span style="font-family: "Verdana","sans-serif";">Assessment: **
 * __<span style="font-family: "Verdana","sans-serif";">Day Eight __**

<span style="font-family: "Verdana","sans-serif";">Students will begin to make connections between other texts and “American Born Chinese”. They will use online resources to complete this assignment. <span style="font-family: "Verdana","sans-serif";">Rent out the computer lab. <span style="font-family: "Verdana","sans-serif";">Provide students a list of websites to utilize while in the computer lab. <span style="color: black; font-family: "Verdana","sans-serif";">For each website they visit, students must summarize key points, and list new questions they have after visiting the website. Lastly, they will pick three and write a response that ties with what they have learned on the website with your evolving understanding of //American Born Chinese//.
 * <span style="font-family: "Verdana","sans-serif";">Purpose: **
 * <span style="font-family: "Verdana","sans-serif";">Preparation: **
 * <span style="font-family: "Verdana","sans-serif";">Procedure: **

<span style="font-family: "Verdana","sans-serif";">Collect students' materials to be sure they are following directions and completing their written assignments as expected. I will respond, as need be, model the type of response I would like them to make; however I will not give a grade for these until the end of the unit. <span style="font-family: "Verdana","sans-serif"; font-size: 11pt;">
 * <span style="font-family: "Verdana","sans-serif";">Assessment: **
 * __<span style="font-family: "Verdana","sans-serif";">Day Nine __**

<span style="font-family: "Verdana","sans-serif";">Students will begin to make connections between other texts and “American Born Chinese”. They will use online resources to complete this assignment.
 * <span style="font-family: "Verdana","sans-serif";">Purpose: **

<span style="font-family: "Verdana","sans-serif";">Rent out the computer lab. <span style="font-family: "Verdana","sans-serif";">Return student work from previous day for them to continue their work. <span style="color: black; font-family: "Verdana","sans-serif";">For each website they visit, students must summarize key points, and list new questions they have after visiting the website. Lastly, they will pick three and write a response that ties with what they have learned on the website with your evolving understanding of //American Born Chinese//.
 * <span style="font-family: "Verdana","sans-serif";">Preparation: **
 * <span style="font-family: "Verdana","sans-serif";">Procedure: **

<span style="font-family: "Verdana","sans-serif";">Summative (final essay- Due Tomorrow!)
 * <span style="font-family: "Verdana","sans-serif";">Assessment: **
 * __Day Ten__**

<span style="font-family: "Verdana","sans-serif";">To tie the learning’s of our study of the novel “American Born Chinese” to the finding f the web research project in the compiling of a final essay. <span style="font-family: "Verdana","sans-serif";">Rent out the computer lab. <span style="font-family: "Verdana","sans-serif";">Students will spend this last hour compiling their final essays to be submitted at the end of class. <span style="font-family: "Verdana","sans-serif";">Assessment will be done using the rubric the students received on day 7.
 * <span style="font-family: "Verdana","sans-serif";">Purpose: **
 * <span style="font-family: "Verdana","sans-serif";">Preparation: **
 * <span style="font-family: "Verdana","sans-serif";">Procedure: **
 * <span style="font-family: "Verdana","sans-serif";">Assessment: **

<span style="font-family: "Verdana","sans-serif"; font-size: 11pt; line-height: 115%;"> <span style="font-family: "Verdana","sans-serif";"> **__Formative Assessment__** <span style="font-family: "Verdana","sans-serif";">You will analyze what you have read by focusing on the literary elements of character, conflict, and resolution. During our class times, you will focus on specified characters, conflicts or resolutions and will work in groups to complete and elaborate on your finding/interpretations. Much of this work will shape our class discussion. These items will not be graded but will be extremely useful through our studies and as your formulate your final essay. <span style="font-family: "Verdana","sans-serif";">Over the next few weeks, you will be keeping a journal to document your explorations through the unit on American Born Chinese. These journals are basically your responses to prompts that will be centered on the reading and discussions we are doing. At the end of the first week your journals will be collected to be sure everyone is following directions and completing their written assignments as expected. I will respond to your journals and, as need be, model the type of response I would like you to make; or questions I would like for you to further elaborate on as we prepare for the CAP of the unit. However I will not give a grade for these until the end of the unit. Your journal writing will be inserts in your unit portfolio we will be using throughout the semester.
 * <span style="font-family: "Verdana","sans-serif";">Concept Mapping: **
 * <span style="font-family: "Verdana","sans-serif";">Daybook Writing: **

· <span style="font-family: "Verdana","sans-serif";">Which character do you identify with the most and why? · <span style="font-family: "Verdana","sans-serif";">Is there something that has happened to you that is similar to what has happened in the book so far? If so, write about it and tell what you did. · <span style="font-family: "Verdana","sans-serif";">How would you feel and what would you do if you were: <span style="font-family: "Verdana","sans-serif";">Jin Wang? <span style="font-family: "Verdana","sans-serif";">Danny? <span style="font-family: "Verdana","sans-serif";">Chin Kee? · <span style="font-family: "Verdana","sans-serif";">What friends and relationships have you had that are similar to Danny or Jin Wang? How have these helped you in solving problems in your life? · <span style="font-family: "Verdana","sans-serif";">How do stereotypes impact our view of the world? · <span style="font-family: "Verdana","sans-serif";">What abilities do I / Community have to be motivators for change? <span style="font-family: "Verdana","sans-serif"; font-size: 11pt; line-height: 200%;"> <span style="font-family: "Verdana","sans-serif";">Daybook Writing Rubric <span style="font-family: "Verdana","sans-serif"; font-size: 11pt;"> **__<span style="font-family: "Verdana","sans-serif";">Summative Assessment __** <span style="font-family: "Verdana","sans-serif";">This is the final project of our unit on “American Born Chinese”. To complete this project, you will use online resources, journals, notes from class discussions, and concept maps to use as evidence as you develop a paper to support your answer to an essay question. We will spend 4 days in the computer lab allowing you time to research and work on your papers. · <span style="color: black; font-family: "Verdana","sans-serif";">You will be distributed a worksheet that has 7 website listed. You will visit all the websites and for each, you must summarize key points, and list new questions they have after visiting the website all in your daybooks. · <span style="color: black; font-family: "Verdana","sans-serif";"> Take good notes to help you as you develop your answer to the essay question.
 * <span style="font-family: "Verdana","sans-serif";">Prompts: **
 * **<span style="font-family: "Verdana","sans-serif";">Components ** ||  **<span style="font-family: "Verdana","sans-serif";">2 **  ||  **<span style="font-family: "Verdana","sans-serif";">4 **  ||  **<span style="font-family: "Verdana","sans-serif";">6 **  ||  **<span style="font-family: "Verdana","sans-serif";">Points **  ||
 * **<span style="font-family: "Verdana","sans-serif";">Focus & Details ** || <span style="font-family: "Verdana","sans-serif";">The topic and main ideas are not present or supported. || <span style="font-family: "Verdana","sans-serif";">Main ideas are present but not supported with details or higher cognitive thinking. || <span style="font-family: "Verdana","sans-serif";">There are clear well focused, entries. Main ideas are clear and supported with detail, and display higher level thinking. ||  ||
 * <span style="font-family: "Verdana","sans-serif";">Voice ** || <span style="font-family: "Verdana","sans-serif";">The authors writing and purpose are not clear. || <span style="font-family: "Verdana","sans-serif";">The authors writing is somewhat clear. The author’s elaboration on the topic is limited. || <span style="font-family: "Verdana","sans-serif";">The authors writing is very clear and their elaboration on the topic is extensive. ||  ||
 * <span style="font-family: "Verdana","sans-serif";">Reviewers Comments: ** ||  ||   ||   ||   ||
 * <span style="font-family: "Verdana","sans-serif";">Reviewers Comments: ** ||  ||   ||   ||   ||
 * <span style="font-family: "Verdana","sans-serif";">Reviewers Comments: ** ||  ||   ||   ||   ||
 * <span style="font-family: "Verdana","sans-serif";">Final Project: **
 * __<span style="font-family: "Verdana","sans-serif";">Part 1: Research __**

<span style="font-family: "Verdana","sans-serif";">Your paper will be centered on answering the following question: <span style="font-family: "Verdana","sans-serif";">“How has our study of //American Born Chinese// impacted your view of the world? What do you think we as a society need to change in order to achieve equality for all? How do we go about working to achieving this? · <span style="font-family: "Verdana","sans-serif";">Suggestions on topics to touch on are: stereotyping, inequality, racism, prejudgment, discrimination (or additional topics you feel are relative to the studies of this novel.) · <span style="font-family: "Verdana","sans-serif";"> You will need to tie what you have learned in class, on the research websites, and through your own learning that ties together your understanding of //American Born Chinese//. · <span style="color: black; font-family: "Verdana","sans-serif";">You must site at least three examples to support your positions from the novel //American Born Chinese.// (Site in MLA format) · <span style="color: black; font-family: "Verdana","sans-serif";">The length of your essays will vary but the minimum is 4 pages, typed, double spaced, 12 pt. font. **<span style="color: black; font-family: "Verdana","sans-serif";">Papers due Friday! **
 * __<span style="font-family: "Verdana","sans-serif";">Part 2: Essay __**