Superb
Proficient
Emerging
This four-week unit will focus on metaphor, symbolism and also the historical, cultural and (or) social background of The Joy Luck Club. The students will learn what metaphor and symbolism are and eventually use one or the other in a short story of their own. The students will also delve into the cultural, social and possibly historical background of the selected novel and eventually write an opinion-based paper on a selected element. This unit will involve an intense amount of journal writing, eventually one research paper and one metaphor or symbolism paper. I feel that this unit and my particular approach is important because from my experience students are not exposed to the cultural and or social background of novels particularly when the subject matter is intense or sensitive. It is my belief that the more students are exposed to reality, such as the horrors that Chinese women live through it will allow and even foster their ability to be empathetic individuals. I also believe that it is important in this day and age for students to be exposed to other cultures so that they can begin to understand and appreciate diversity.
The Minnesota Graduation Standard that this unit would cover is the Arts and Literature Analysis and Interpretation- Literature High School Standard:
A student shall demonstrate the ability to interpret and evaluate complex works of literature by:
• describing the elements and structure of literature; the artistic intent; and the historical, cultural, and social background of the selected literature;
• describing how particular effects are produced by the artist's use of the elements of literature.
Class Specifications
This unit would be appropriate for 10 th graders. I think that most students would find it enjoyable however some of the web-quest material may be offensive for students such as researching infanticide. I feel the selected web-quest material is important for the students to understand the historical, cultural and the social background of the novel. The students have the option of writing an essay on one of the selected web-quest topics; they do not have to write a paper on a topic that may offend them.
Significant Assumptions
My basic assumptions as an educator are that students learn from discussing with others, which is why this unit will involve a heavy classroom discussion. I also believe that students will become better writers the more that they write. This unit will involve an intense amount of journal writing, eventually one research paper and one metaphor or symbolism paper. As an educator I also believe that in order to understand complex works of literature it is important to understand the historical, cultural and social background of the selected novel. In creating this unit I would assume that the students have had experience with classroom discussions and also have knowledge of computers. As the wealth of the historical, cultural and social background is derived from a web-quest, I would foremost assume that the school has enough computers for every student; however, the material can still be taught without the web-quest. The teacher can give micro-teachings or overviews of each selected topic and also provide books for the students to research in. The novel Joy Luck Club, consists of very short chapters. So it's assumed that students will read 30 pages a night and I do not foresee that as problematic.
The students will complete parts of the Minnesota Graduation Standard Arts and Literature Analysis and Interpretation- Literature standard for High School including parts of A and C.
A student shall demonstrate the ability to interpret and evaluate complex works of literature by:
• describing the elements and structure of literature; the artistic intent; and the historical, cultural, and social background of the selected literature;
• describing how particular effects are produced by the artist's use of the elements of
literature.
Objectives for the unit:
• How to identify and use symbolism
• How to identify and use metaphor
• How to identify the author's intent
• How to take into consideration the background of the literature in order to understand it
Discussion on metaphors
Discussion of symbolism
Discussion of Chinese beliefs about women
Group activity (in-groups of 4 draw a picture of the “Moon Lady”)
Small group discussion on various myths in the novel
Drawing their own personal symbol (to go on the front of their journal)
Journaling on a daily basis
Writing an opinion based research paper on one of the web-quest topics
The students will journal on a daily basis, meeting such requirements as identifying the symbols and or metaphors that the author used in that particular chapter. The journal response questions will be the discussion questions for the next daily discussion. Students will be provided a few key questions it is also their responsibility to write down a discussion question for every chapter and they may ask it for participation points. I feel that having student's journal with the discussion questions will empower them and encourage them to talk in class as they will already have a response written down. Journal time will be provided in class but it is also up to the students to finish at home if needed.
Student copies of The Joy Luck Club by Amy Tan
Journal or notebook
• Day One- Intro set induction (hand out books as well) (see attachment)
• Day Two- Discuss chapter “Joy Luck Club” (Journal time)
• Day Three- Discuss Scar and Red Candle (Journal time)
• Day Four- Discuss Moon lady (small group activity, in groups of 4 draw a picture of the “Moon Lady”) discuss Rules (Journal time)
• Day Five- Discuss The Voice and Half and Half (Journal time)
• Day Six- Lesson on how women are viewed in China (see attachment)
• Day Seven- Discuss Two Kinds and Rice Husband (Journal time)
• Day Eight- Student group lead discussion on Four Directions (see attachment for assignment specifics) (Journal time)
• Day Nine- Student group lead discussion on Without Wood (Journal time)
• Day Ten- Student group lead discussion on Best Quality (Journal time)
• Day Eleven- Student group lead discussion on Magpies (Journal time)
• Day Twelve- Student group lead discussion on Waiting Between the Trees (Journal time)
• Day Thirteen- Myth lesson and short symbolism or metaphor story is assigned (see attachment) (see student handout)
• Day Fourteen- Discuss Double Face (Journal time)
• Day Fifteen- Discuss Pair of Tickets (short story due) (Journal time)
• Day Sixteen- Discuss the entire novel
• Day Seventeen- Finish discussing novel and introduce Web Quest project
• Day Eighteen- Media Center (Web Quest)
• Day Nineteen- Media Center (Web Quest)
• Day Twenty- Media Center (Final paper due, along with completed journals)
“Joy Luck Club”- What is the “Joy Luck Club”? Why did Jing-Mei's mother choose to tell that particular ending of the Kwelien story at that moment? When you were growing up did you ever lose a parent at a store or a park? If so, how did that feel? Can you imagine what it was like growing up with a stranger?
Red Candle- What is the significance of the "Red Candle," and how does this story show what type of person Lindo really is? Is she a strong person or weak? What does a promise mean to you? Have you ever broken one? Why or Why not? What is a lie? Have you ever lied or been lied to?
Rules- Waverly quotes from her mother "strongest wind cannot be seen" (89), What does this say about Lindo Jong and her ways of thinking? How does this represent the relationship between mother and daughter? How if in any ways if your relationship with your parent of gaurdian similar or dis-similar?
The Voice- What, things are Ying-Ying scared of? Why? Do you know any over cautious people like Ying-Ying? If so, how does that make you feel about them? Are you frustrated? Upset? It's alluded to in this chapter that Ying-Ying killed her baby back in China and the one she was carrying, What is your view of that? Why do you think that she killed her babies?
Half and Half- Discuss the symbolism of the garden in Rose's stories. How would you feel if a sibling died? How did Rose feel? Why does Rose dread seeing her mother? Have you ever lost your faith in anything such as An-mei did? Why? Or has anything ever happened to you that reaffirmed you faith in a faith or anything else?
Two Kinds- Why, do you think that Jing-mei rebelled against her mothers wishes so much? How does she come to realize her mother's true intentions? Does she end up knowing who her mother is after all? Has a parent ever put pressure on you to be something you are not as in Jing-Mei's case? How did you feel? Why? Does Jing-Mei want to be Chinese? Why or Why not? Have you ever been made to feel ashamed of your culture? Why? And how did that make you feel?
Rice Husband- How does Lena's relationship with Harold mirror Ying-Ying's relationship with her first husband? Have you ever experienced Déjà vu? If so when and where? Have you ever been close to someone who just didn't get you as in Harold and Lenas case? How so or How not? Who understands you better your friends/boy-girl friend/ or your parents? How so?
Without Wood- Does Rose ever find her missing “element”? How or how not? Do you believe that words are powerful? How so or How not? How did the garden relate to Roses marriage? What did Roses destruction of the garden symbolize? Have you ever felt voiceless like Rose?
Best Quality- In what ways does Jing-Mei follow in her mother's footsteps? What characteristics does she have that the women from JLC notice that seem to be like her mother's? Have you ever received a gift from a loved one and didn't wear it or display it or use it because it was too gaudy? If so, stop and think about the actual meaning of the gift, What could it mean?
Magpies An-mei is frustrated that her daughter, Rose, doesn't think she has a choice. What does An-mei think keeps Rose from being able to make this choice, and what are Rose's choices? How is Ted a magpie? What is the symbolism of magpies? Why is An-mei so upset that Rose talks to a psychiatrist?
Pair of Tickets- What does Jing-Mei learn on her trip to China? How would you feel if you had to tell a sibling that your parent had just died?
After the novel is completed:
What are the most important differences between the mothers who were born in China and their American born daughters?
Why did so many of the girls marry white men?
Which mom had the worst experience in China?
Which mother/daughter combination was the best/worst? Why?
Grades for the unit-
This unit will be worth 300 points.
Completed Journal 75 points
Group lead Discussion 50 points
In class participation 25 points
Web Quest research documentation 50 points
Personal metaphor or symbol story 25 points
270-300 A
240-270 B
210-240 C
• Journals are allocated full 75 points if the student has answered every required journal question. Each question could be roughly viewed as 2 points and down graded from there if questions are left unanswered.
• Group led discussion is graded based on a few factors that the students are required to have in the discussions: (see student handout)
• First part being a physical representation of the symbol from the novel and or artistic rendition of a symbol or metaphor from the selected chapter (15 points)
• Questions posed to the class (are they meaty) (10 points)
• Delivery (25 points)
• Tact
• Appropriateness
• Eye contact
• Visual understanding of the material (do you look confused or unsure?)
• Effectiveness (were the students listening to you, were they engaged)
• The essay will be graded based on the following criteria:
• Documentation of 3 sources (2 web, 1 article, book, etc) 5 points
• Organization (Logical and easy to follow) 10 points
• Original voice (Strong individual voice) 15 points
• Overall effectiveness 15 points
• Word choice (clear, memorable and interesting) 10 points
• Ideas (clear and focused) 10 points
• Sentence fluency (smooth, easy to read aloud) 10 points
• In class participation will be assessed as follows:
• Student is present
• Student is engaged in the material
• Student is acting appropriately during discussions
• Student contributing to class discussions regularly
The Web Quest assignment will be graded as follows:
• Appropriateness in the media center
• Evidence of the completed research tasks (journal responses)
• Personal symbol or metaphor story (short one-two pages) will be graded based on the following criteria: (see student handout)
Assignment-The student must demonstrate the knowledge of the selected elements of literature (metaphor or symbol). Using the genre of a fairy tale, or myth the student must create a story, which demonstrates that the student,
• Clearly understands symbolism or metaphor (15 points)
• Exhibits thoughtful creativity (10 points)
Supporting Materials for Teachers:
The Center for Learning, Joy Luck Club
www.sparknotes.com/lit/joyluck/
http://www.randomhouse.com/highschool/guides/joyluck.html
(Set Induction)
Students will learn:
• The expectations in the Joy Luck Club unit
• What symbolism and metaphor are
To get students interested and excited the teacher should bring in a personal object (stuffed animal, cup, hair clip, shoe, etc) or symbol of their own. Pass object around the object and have students discuss what object is (you should get responses such as just a shoe, etc); explain the significance of the object. (3 minutes to pass around) (3 minutes to discuss)
Discuss what symbolism is.
Symbol
(noun)
a sign, shape or object which is used to represent something else
A symbol can be used to represent a quality or idea.
The wheel in the Indian flag is a symbol of peace.
The heart shape is a symbol of love. (have students think of symbols and offer
responses)
An object can be described as a symbol of something else if it seems to
represent it because it is connected with it in a lot of people's minds.
The private jet is a symbol of wealth.
The car is a symbol of freedom. (have the students think of this type of symbol
together)
Symbolic, symbolical
(adjective)
The skull at the bottom of the picture is symbolic of death. (have students
think of symbolic pictures or items, ask for responses)
Symbolically
(adverb)
Capturing the capital city wasn't difficult from a military point of view, but
symbolically it was very important.
Symbolism
(noun)
Symbolism is the use of symbols in art, literature, films etc. to represent
ideas.
Religious symbolism is very characteristic of the paintings of this period.
(Cambridge dictionary definitions)
(answer any questions, clarify if needed) (8 minutes)
Lead into metaphor; discuss what it is and how it is different than symbolism (7 minutes)
Metaphor
(noun)
An expression which describes a person or object in a literary way by referring
to something that is considered to possess similar characteristics to the person
or object you are trying to describe
'The mind is an ocean' and 'the city is a jungle' are both metaphors.
The sporting term 'being on the inside track' is used in business as a metaphor
to mean 'having an advantage'.
Metaphor and simile are the most commonly used figures of speech in everyday
language.
To be a metaphor for something is to be a symbol which represents that thing.
(dictionary definition)
Discuss the importance in understanding the difference, as the Joy Luck Club is loaded with metaphors and symbolism (3 minutes)
Pass out books (2 minutes)
Start reading first parable of the Joy Luck Club “Feathers from a Thousand Li Away” (4 minutes)
With the remaining class time discuss the “feather” as a symbol and discuss the metaphors in the short story.
The teacher will know that the students have met the objectives by their participation in the discussion
• The Chinese attitude toward women
• An overview of Chinese beliefs about women
The teacher will distribute a set of selected poems and read them aloud with the class (15 minutes)
Poems
Woman
Anonymous
A clever man builds a city,
A clever woman lays one low;
With all her qualifications, that clever woman
Is but an ill-omened bird.
A woman with a long tongue
Is a flight of steps leading to calamity;
For disorder does not come from heaven,
But is brought about by women.
Among those who cannot be trained or taught
Are the women and the eunuchs.
Remembering Golden Bells
Po Chu-i
Ruined and ill,-a man of two score:
Pretty and guileless,-a girl of three
Not a boy,-but still better than nothing:
To soothe one's feeling,-from time to time a kiss!
There came a day,-they suddenly took her from me:
Her soul's shadow wandered I know not where.
And when I remembered how just at the time she died
She lisped strange sounds, beginning to learn to talk,
Then I know that the ties of the flesh and blood
Only bind us to a load of grief and sorrow,
At last, by thinking of the time before she was born,
By thought and reason I drove the pain away.
Since my heart forgot her, many days have passed
And three times winter has changed to spring.
This morning, for a little, the old grief came back
Because, in the road, I met her foster nurse.
Woman
Fu Hsuan (d. 287 A.D.)
How sad it is to be a woman!
Nothing on earth is held so cheap.
Boys stand leaning at the door
Like Gods fallen out of Heaven.
Their hearts brave the Four Oceans,
The wind and dust of a thousand miles.
No one is glad when a girl is born:
By her the family sets no store.
When she grows up, she hides in her room
Afraid to look a man in the face.
No one cries when she leaves home-
Sudden as clouds when the rain stops.
She bows her head and composes her face,
Her teeth are pressed on her red lips:
She bows and kneels countless times.
She must humble herself even to the servants.
His love is distant as the stars in Heaven,
Yet the sunflower bends toward the sun.
Their hearts more sundered than water and fire-
A hundred evils are heaped upon her.
Her face will follow the years'changes:
Her lord will find new pleasures.
They that were once like the substance and shadow
Are now as far as Hun from Ch'in.
Yet Hun and Ch'in shall sooner meet
Than they whose parting is like Ts'an and Ch'en.
(note- Hu and Ch'in are former states and Ts'an and Ch'en are stars.)
Discuss each poem with the class (20 minutes)
• The traditional view of Chinese women
• Poetic voices
• Metaphors
Ask for student interpretations and reactions to the poems (15 minutes)
Home work-
Read the next chapter in the novel and also complete the required journal entry Which, of the three poems did you like the best? Why? What aspects made it effective?
Students will have met/learned objectives by participating in the discussion and completing the required journal entry
(poems from Center for Learning- Educational Publisher of Values based Curriculum since 1970)
Objectives-
Students will learn:
• What myths are
• More about the Chinese culture through an understanding of the myths present in the novel
The teacher should begin by explaining what myths are (2 minutes)
The teacher should also explain the cultural significance that myths have (4 minutes)
Break class into groups of 3 and assign them each a myth from the novel to discuss a few of the sample myths could include:
Putting ones flesh into the soup (41)
The coiling dragon (137)
Seeing things before they happen (161)
Turtle and magpies (234)
The red candle (54)
The soul returning to earth to settle scores (271)
A crooked nose bringing misfortune (292)
Pulling a person through the wall (105)
The students should discuss the significance of the myth as a whole (in relation towards the Chinese culture and the novel) (15 minute discussion)
The class should then come together as a whole a briefly discuss the significance of their myth with the rest of the class (about 3 minutes per group)
After all the groups have shared, discuss the myth metaphor or symbolism assignment
Assessment- Students will clearly understand symbol and myth and be able to produce a short story which demonstrates their skill
Assignment- Personal symbol or metaphor story/myth (short one-two pages) Which will be graded based on the following criteria: The student must demonstrate the knowledge of the selected elements of literature (metaphor or symbol). Using the genre of a fairy tale or myth the student must create a story, which demonstrates that the student,
• Clearly understands symbolism or metaphor (15 points)
• Creativity (10 points)
(see student handout)
Student Handout (short story assignment)
Symbol or Metaphor story (25) points
Create a one-two page story using the genre of a myth or fairytale, which contains or is about either a symbol or metaphor. If you choose to write using a symbol it should be apparently obvious to the reader as to what you are actually doing (think back to several of the chapters that contained massive symbolism). If you choose to write using metaphor, it should also be obvious to the reader what you are trying to convey (think back to the heavy metaphor chapters, look at them if needed)
Understanding of symbolism or metaphor (15 points)
Creativity (10 points)
Checklist-
Superb
Proficient
Emerging literary device device.
which is slightly
confusing.
Superb Proficient Emerging
Totally
original. Pretty creative
Little to no
Very unconventional lacks some original creative voice
elements.
Selected groups will be assigned a chapter in The Joy Luck Club groups will “teach” the chapter to the rest of the class.
Required elements:
• A physical representation of the symbol from the novel and or artistic rendition of a symbol or metaphor from the selected chapter.
• Questions (at least 10 that you could ask about the chapter 5 of them can be factual and 5 are required to be meaty (factual example, “Who was Jing-Mei's dad?”, meaty example “What was the turtle a metaphor and or symbol for?”.
• Deliver it to the class (every group member must speak)
• First part being a physical representation of the symbol from the novel and or artistic rendition of a symbol or metaphor from the selected chapter (15 points)
• Questions posed to the class (are they meaty) (10 points)
• Delivery (25 points)
• Tact
• Appropriateness
• Eye contact
• Visual understanding of the material (do you look confused or unsure?)
• Effectiveness (were the students listening to you, were they engaged?)
Group 0ne Group Two Group Three Group Four Group Five
“ Four Directions ” “ Without Wood” “Best Quality” “Magpies” “Waiting”
1. 1. 1. 1. 1.
2. 2. 2. 2. 2.
3. 3. 3. 3. 3.
4. 4. 4. 4. 4.
5. 5. 5. 5. 5.
Exploring Chinese Culture
To be completed after reading The Joy Luck Club by Amy Tan
The students shall research and maintain their ongoing journal for each topic.
Although comprehensive links are provided students should not feel limited to use them are encouraged to research further.
Task One- Research Infanticide
Journal Questions
What exactly is Infanticide?
Why does it occur?
History of Infanticide
http://www.infanticide.org/history.htm
Infanticide in China
http://small-world.netfirms.com/articles/infanticide.htm
Case Study: Infanticide in China
http://www.gendercide.org/case_infanticide.html
Task Two
Explore the history of Chinese Marriages
Journal Questions
What is a Matchmaker?
Are marriages still being arranged today?
Marriage Customs and Preparation
http://www.britishbornchinese.org.uk/pages/culture/customs/marriage.html
Chinese Matchmakers of Tianjin & Taoyuan Abstract
http://hops.ucsd.edu/~jordan/scriptorium/meiren/meiren-abstract.html
Task Three
What is the status of a concubine's child in a household?
Women's Rights in China
How exactly are women treated in China based on the information from the websites?
How were Chinese women treated?
Human Rights in China
http://iso.hrichina.org:8151/old_site/topics/women.html
Traditional Views of Chinese Women
http://www.faculty.de.gcsu.edu/~dvess/ids/global/wcon.htm
How do Chinese treat elders and children?
Info on Familial Relationships
http://www.chinatown-online.co.uk/pages/culture/qingming.html
How do you play?
When did it originate ?
Mah Jong History
http://www.yutopian.com/mahjong/mahjong.html
Mah Jong Rules
http://www.4windsmj.com/images/header.jpg
Based on one of the research tasks write a 2 page essay including MLA documentation. Possible essay topics for each of the research tasks can include
• Write a persuasive essay for or against infanticide (possibly addressed to the United Nations)
• Write a persuasive essay opposing oppression of arranged marriages or advocating for them.
• Research in-depth about concubines; Where did they originate?, What countries have had them?, What countries still have them?, What is the status of a concubine?
• Decide if and how the view of women in China changed if at all and create an essay
• Construct an essay addressing the question, How does the way Americans treat their elders differ from the way China reveres its elders?
• Does America have a game that is as revered as Mah Jong is to China? Why or why not?
You may also come up with your own idea for an essay, please discuss with me prior and have it approved.
Essays will be graded as follows:
• Documentation of 3 sources (2 web, 1 article, book, etc) 5 points
• Organization (Logical and easy to follow) 10 points
• Original voice (Strong individual voice) 15 points
• Overall effectiveness 15 points
• Word choice (clear, memorable and interesting) 10 points
• Ideas (clear and focused) 10 points
• Sentence fluency (smooth, easy to read aloud) 10 points
