Yang, G.L. (2007). American Born Chinese. New York: First Second.

ISBN: 1596433736

Yang presents a unique image of what it means to be young, Chinese, and growing up in the USA through three different yet interrelated stories.

Rating:5Q/4P

Format: Graphic Novel

Curriculum Connection: U.S. History/Culture Grades 9-12

Submitted by Amanda Melilli 4/18/08

Yang, G. L. (2006). American born Chinese. New York: First Second.

9781596431522

Jin Wang, a Chinese American born in San Francisco, feels isolated among the white majority at his school. The Monkey King, ridiculed by other deities, wants to trade in his monkey identity to become “The Great Sage, Equal of Heaven.” With bold-lined, richly colored graphics, Yang’s book deals with themes of transformation and self-acceptance; one needn’t sacrifice one’s inner soul and cultural heritage during the journey to self-discovery.

This is an excellent book for illustrating issues dealing with diversity, cross-cultural understanding, and stereotyping which can be used in social studies. The folklore aspect of the story lends itself well to the study of myths and legends from China. TK 4/29/08

Rating: 5Q/4P

TK 4/20/08

Yang, G.L. (2006). American born Chinese. New York: First Second. ISBN 9781596431522 5Q/3P

Summary: Three stories – Jin Wang, the Monkey King, and Danny and Chin-Kee, come together in this Printz-winning Graphic Novel. What does it mean to want to be someone else? How can your return to yourself?

Media: Ink, color by Lark Pien.

Curricular connections: Grades 8-12. Fables, culture, race.

KEM 4/29/08

(SK 4.27.08)

American Born Chinese by Gene Luen Yang. New York: First Second: 2006.

Three threads are woven: the Monkey King, Jin Wang (Daniel), Chin-Kee (stereotype) in a tale of identity and the desire to hide your true self in order to fit in. A universally relatable topic in this specifically American-Chinese story.

Curriculum Connections:

Social Studies

(DM 4.28.07)

What the book is about: A story of racism, self-awareness, and growing up, the story of Jin Wang rings through with authentic feeling and excellent story telling. The three inter-weaving storylines create a world that is deep and touching.

JMB 04/29/08

Yang, G. L. (2006). American born Chinese. New York:  First Second.

Artwork:  Colored line drawings in panels (color by Lark Pien)

ISBN-13: 978-1-59643-152-2

In graphic novel format, three connected tales mix traditional Chinese elements with humor, adventure, and conflict.  The first story features a Chinese-American boy who wants to blend in with the crowd.  The second story is a version of the popular Monkey King fable.  The third story highlights the embarrassment felt by an American boy when his stereotypical Chinese cousin comes to visit.  Yang skillfully weaves the tales and keeps the reader in suspense as to how all three stories are related until the satisfying ending.  Yang’s message that one’s cultural identity should be a source of pride shines through this enjoyable read which should be accessible to all readers, even those unfamiliar with the graphic novel format.  Printz Award Winner 2007

Subjects:  Identity/School life/Popular culture/Chinese culture/Humor

Theme:  Cultural identity should be a source of pride.

Category:  Fiction/Graphic Novel

Age Level Recommendation:  Middle School and up

Rating:  5Q/5P 

AAS 5/3/08

Lesson Plan:  Middle/High School Survival Guide (AAS 5-4-08)

Objective:  React to literature with comprehension, insight, and understanding.  

Grade Range:  6^th -- 9th (but adaptable to higher grades)

Standards:  Applicable to a variety of Language Arts Content Standards depending on the grade level and needs of the students.

Picture Books:

American born Chinese / Gene Luen Yang ; color by Lark Pien. New York:  First Second, 2006.

Babymouse. 1,Queen of the world! / by Jennifer L. Holm & Matthew Holm. New York:  Random House, c2005. (This book is the first in a series.  Many of the titles are primarily set in schools.)

Blue lipstick : concrete poems / by John Grandits. New York:  Clarion Books, c2007.

Diary of a wimpy kid : Greg Heffley's journal / by Jeff Kinney. New York:  Amulet Books, 2007.

Middle school is worse than meatloaf : a year told through stuff / by Jennifer L. Holm ; pictures by Elicia Castaldi. New York:  Atheneum Books for Young Readers, c2007.

Anticipatory Set:

“Although most of my work days go well, when I first came to  ______________ school, I didn’t know anyone and had lots of questions.  Everyone gave me lots of advice and assistance to make that first year run smoothly.”

“So far in your life (or just this school year), what was the worst day you have had in school?  The best?  If you had a little brother or sister, would you offer advice to make it easier when they get to middle school/high school?  Do you feel like a survivor?  Could you help others survive?  Well, one way we learn how to approach new situations is through books and how characters cope with the same situations.  We are going to let some book characters give us advice on to do and what not to do to feel successful at school.”

Teaching:

1.  You will need 6-7 copies of each of the 5 books.  Separate the class into 5 literature circles and assign each group one book.  The group members each read and discuss the book giving special attention to how the characters survive the school year. (If students have not had previous experience with literature circles, set the framework and model how it is done.)  Set a timeline for the completion of the book. To spur discussion, give each group a list of 8-10 questions to discuss at various points in their reading.  Some of the questions should be the same for all the groups and some should be tailored to the text. “While you are reading this book and talking about it in your literature circles, be thinking as to what lessons the characters are learning and how that information can be used as advice.” Encourage note-taking during reading, especially of scenes in which the character has learned something new or should have learned something new from the events. The teacher roams during the literature circle time but generally doesn’t intervene.

Share with students an example of the kind of advice you will be expecting-- Example  “Always carry some energy bars in your backpack because you never know when the cafeteria is going to serve mystery meat.”  (Ginny in Middle School is Worse Than Meatloaf practically has nightmares about her cafeteria’s meatloaf.)

General questions (blanks are generally for the name of the main character):

How did _________________try to fit in at school?

What character traits could be used to describe____________?

What would __________________change about him/herself?

What one thing could the ______________ not afford to lose?

How is the main character’s school the same as our school?

What would ____________do in ____________situation?

How did the pictures add to the story? Could the story have been told without the pictures?  Why or why not?

Have you ever wanted to be someone else?

What would you change about yourself?

What would you never change about yourself?

Specific questions:

American Born Chinese

In the story, the herbalist says, “It is easy to become anything you wish . . .so long as you are willing to forfeit your soul.”  Is that good advice?

Why were all the monkeys directed to wear shoes?  Did wearing shoes help the Monkey King achieve what he wanted?

What lesson does Monkey King learn that he tries to share with Jin?

How are Monkey King, Jin Wang, and Danny alike?

Babymouse

Are you surprised that this book was written by a brother/sister team?  Why or why not?

What are some of the things Babymouse imagines herself to be and why?

What makes Babymouse make up with Wilson Weasel?

Would you want to be friends with Felicia (even a little bit)?

Blue Lipstick

What is Jessie’s problem with cheerleaders?

How did Jessie’s likes and dislikes change?  Why is the poem depicted as The Wall?

Where do you do your best thinking?

Diary of a Wimpy Kid

Why does Greg prefer calling the book a journal rather than a diary?

What do you think Greg will grow up to be?  Why?

Should Greg’s friends tell him when he has a questionable idea?

How is Greg different from his friends?

Middle School Is Worse Than Meatloaf

What is the worst food in our cafeteria?

Is making a list a good strategy for getting things you want? Why or why not?

Should Ginny babysit for very unruly children?

What is Ginny’s older brother’s biggest problem?

What is something you figured out about Ginny that you think might not have been apparent to someone else?

Guided Practice

2. After reading and discussing the books, each group will meet and develop 5-7 tidbits of advice that they would give to an incoming student at their school and cite the event(s) in the book that is/are the inspiration behind the advice.  Groups need to conference with the teacher to explain the logic behind their choices and refine their advice due to teacher feedback if need be.

Repeat the example to get students thinking about what is expected--  “Always carry some energy bars in your backpack because you never know when the cafeteria is going to serve mystery meat.”  (Ginny in Middle School is Worse Than Meatloaf practically has nightmares about her cafeteria’s meatloaf.)  Add other examples as needed to illustrate the task but not give away some of the best ideas.

3.  When all the groups have created their advice lists, each group shares a synopsis of the plot of their book with the class and then shares their tidbits of advice (or pearls of wisdom). 

4.The advice of the five groups is compared and contrasted (eliminating duplicates), then the top 10 to 15 tidbits are compiled into a general guide to survival at ____________ School.  Voting may be necessary to create a list that isn’t too cumbersome.

Optional:  The guide could be illustrated – one piece of advice per page.

Optional:  Comparing and contrasting two of the books on the list.

Independent Practice

5.  Students select and read a book individually from a teacher recommendation list and develop 3-5 pieces of advice based on the lives of the characters in the book.

Yang, G. L.  (2006).  American born Chinese.  New York: First Second.  1596431520.  5Q/5P.  Artwork is pen and ink.  

Follow Jin Yang as he struggles to make peace with his roots.  

* Grade: 9-12, Subject: Literature, Graphic Novels

jw 05/06/08

TOP TEN - Yang, L. G. (2007) American Born Chinese. New York, NY: First Second.

ISBN-13: 978-1596433731

ISBN-10: 1596433736

The stories Jin Wang, Danny and Chin-Kee, and the legendary Monkey King all converge in this incredible tale of assimilation and identity for a first-generation Asian-American.

SYMBOL:

            In a book packed with meaning, the character of Chin-Kee stands out as a loaded symbol in the book.  Not only does he represent the stereotype of Asian-Americans as seen by the average white kid in Jin’s neighborhood, he also represents Jin’s own internal fear that the stereotype is all the world sees when he presents himself.  Like Chin-Kee, the stereotype is a third party engaged by both those within and without the Asian-American community, although it is more closely related to those people within the stereotyped community than those without.  Along those lines, Chin-Kee is also a symbol of all the things that Jin (and every other person) doesn’t like about themselves, but must accept at some point in time if they are to truly be happy with themselves.  Chin-Kee is, and is like, the Monkey King from the story in the lesson of acceptance and finding satisfaction within oneself.  To a certain degree, Chin-Kee is both a villain and victory.

THEME: “FITTING IN”/Acceptance:

            Like so many of the different aspects of this book, Yang’s theme of “fitting in” or finding acceptance, is both internal and external, as well as intrinsically tied to so many other facets of the stories.  Purposefully paralleled are the personal journeys of Jin-Wang to find acceptance and fit in with the white kids, including the girl he’s fallen for, the Monkey King, who seeks the respect he believes someone who has worked as hard as he has deserves, and finally Danny who tries to reconcile the different parts of himself and his family, Chin-Kee (the 1950’s stereotype Asian-American) into his current context of the American culture.  As the stories progress we find out that “fitting in” and acceptance are not things that are determined without, they are instead projected outward from within, and often, the first step towards feeling acceptance externally is to accept yourself as you are.  That feeling will figuratively, or literally if you’re the Monkey King, set you free.

*Use in Multi-cultural literature classes [10^th – 12^th grade].

Media: Unknown

5Q/5P

CJS 5/9/08