Thislessonprovidedby:

Author: ShonterriusLawsonFountain
System: MidfieldCity
School: MidfieldCityBoardOfEducation
LessonPlanID:
Title:
Overview/Annotation:

33073
DoYouSeeWhatISee?AsianorAmerican
Interactiveunitthatencouragesstudentstoevaluatetheeffectoftheinclusionof
figurativelanguageinAmyTansnonfictionnarrativeessayFishCheekspaired
withthepoemFaceItbyJanetWong.Thislessonwillassiststudentsin
understandingthepoweroflanguage.Studentswillbecompelledtowritebythe
conclusionofthislesson.
ThisisaCollegeandCareerReadyStandardsshowcaselessonplan.

ContentStandard(s):

ELA2015(6)
ELA2015(7)

ELA2015(7)

ELA2015(7)
ELA2015(8)
Local/National
Standards:

41.Demonstrateunderstandingoffigurativelanguage,word
relationships,andnuancesinwordmeanings.[L.6.5]
18.Analyzehowtwoormoreauthorswritingaboutthe
sametopicshapetheirpresentationsofkeyinformationby
emphasizingdifferentevidenceoradvancingdifferent
interpretationsoffacts.[RI.7.9]
23.Produceclearandcoherentwritinginwhichthe
development,organization,andstyleareappropriatetotask,
purpose,andaudience.(Gradespecificexpectationsfor
writingtypesaredefinedinstandards2022above.)[W.7.4]
40.Demonstrateunderstandingoffigurativelanguage,word
relationships,andnuancesinwordmeanings.[L.7.5]
40.Demonstrateunderstandingoffigurativelanguage,word
relationships,andnuancesinwordmeanings.[L.8.5]

NCTE
1.Studentsreadawiderangeofprintandnonprinttextstobuildan
understandingoftexts,ofthemselves,andoftheculturesoftheUnitedStatesand
theworldtoacquirenewinformation,torespondtotheneedsanddemandsof
societyandtheworkplaceandforpersonalfulfillment.Amongthesetextsare
fictionandnonfiction,classicandcontemporaryworks.
3.Studentsapplyawiderangeofstrategiestocomprehend,interpret,evaluate,
andappreciatetexts.Theydrawontheirpriorexperience,theirinteractionswith
otherreadersandwriters,theirknowledgeofwordmeaningandofothertexts,
theirwordidentificationstrategies,andtheirunderstandingoftextualfeatures.
12.Studentsusespoken,written,andvisuallanguagetoaccomplishtheirown
purposes(e.g.forlearning,enjoyment,persuasion,andexchangeof
information).

Podcast(s):
PrimaryLearning
Objective(s):

1.Icanidentifyandexplainhowtheuseoffigurativelanguagecreates
imagesandemphasizesthecentralideapresentedinthetexts.

2.IcanidentifyliterarydevicesusedbyAmyTanandtheireffectonthe
centralideapresentedinFishCheeksusingaMakesSenseGraphic
Organizer.
3.Icancompareandcontrasteachauthorsperspectiveonculture.
4.IcancomposeaselfportraitusingtheIamframeworktoinclude
effectiveuseofimageryandfiguresofspeech.
AdditionalLearning
Objective(s):

1.IcandrawconclusionsabouttheeffectsofAmericanismbasedon
informationexplicitlypresentedinthetext.
2.Icanappreciatethevaluethatliesinothercultures.
3.Icanidentfiysituationalirony.

ApproximateDurationof 91to120Minutes
theLesson:
Materialsand
Equipment:

RuledIndexCards,CopyofFishCheekstexttodistributeorproject,Penor
pencil,Paper,ChartpaperorBoard,Graphicorganizer,CDplayerorotheraudio
device,speakers,projector(optional),CodingSymbolsGuide,CloseReading
Guide,Cubes

TechnologyResources
Needed:
Background/Preparation:

Projector,ComputerwithInternetaccess
Teacher:
Teacherneedstotestwebsitelinks.
TeacherneedstoreviewthesongBlackorWhitebyMichaelJackson.
TeacherneedstochunkthetextCulturalFoodProfile.
Students:
Studentsshouldbeabletodifferentiatebetweenthetypesoffigurativelanguage
simile,irony,personification,andhyperbole.
Studentsshouldbeabletodifferentiatefirstfromthirdpersonpointofview.
StudentsshouldbefamiliarwiththeTurn&Talkstrategy.

Procedures/Activities:

Day1:Doyoucelebrateorhideyourdifferences?
1.Allowstudentsthreetofiveminutestoconducttwopeerinterviewswithpeers
outsideoftheirgroupusingthequestionabove.Distributeruledstandardsized
indexcardstoeachstudent.Onthefrontoftheindexcardstudentsshouldrecord
detailsfromtheirconversationthatstoodout,madethemthink,etc.Afterthe
completionoftheinterviews,studentsshouldreturntotheirdeskandontheback

oftheirindexcardreflectontheirconversationbythinkingaboutexperiences
theyshare.(Facilitateduringthistime.)
2.Teachermaynowreconvenethewholeclasstosolicittwostudentresponses.
UsethistointroducestudentstorenownedauthorAmyTanwholearnedto
appreciateherdifferencesusingtheprofilefoundonherwebsite.
3.Printthearticlesothatstudentshaveahardcopytocode.(Seelink.)
https://www.amytan.net/bio1.html
4.Asyoureaditaloud,askstudentstolistenforandrecordinformationthatwill
assisttheminunderstandingTan'smotivationasawriter.Asyouread,pause
frequentlytogivestudentsanopportunitytorecordtheirthoughts.
5.Closing:AllowstudentstotakeacloselookattheInfluencessection.Have
themdecideononethatstandsoutandthenturnandtalkwithintheirgroups
aboutthepossibleeffectsoftheirchoseninfluence.
Day2:
1.AskstudentstoreflectonwhattheylearnedaboutAmyTanandthinkofone
wordtodescribeherandusethatwordinasentenceofnomorethansevenwords
tocreateavisual.Thisshouldsparkcreativityinwordchoice.Thisactivitycan
beusedtoreviewfigurativelanguage,specifically,hyperbole,onomatopoeia,
similes,andimagery.
2.ShowtheFigurativelanguagevideo.(Seelink.)
3.Reconveneandallowstudentstoparticipateinafourcornersactivity.
Completeaknowledgeratingofthewordcustom.Havestudentsratetheir
knowledgeusingthefollowingkeys:
ThumbsupIknowitandcanexplainittosomeoneelse
ThumbstothesideAware,butneedalittleclarification
ThumbsdownTellmewhatitmeansplease
ThiswillassiststudentsinunderstandingtheideaofAmericanismlateroninthe
lesson.
4.Askstudentsiftheyhaveeverfeltembarrassedbecauseofcustoms.Assignthe
followinglabelstoacornerinyourroom:never,daily,onlyonholidays.
5.DistributetheFishCheeksChunkedText(Seeattachments.)
6.TeacherwilltellstudentsthattheywillbereadingaloudusingthePopcorn
method.Withthepopcornreadingmethod,youselectthefirstreadertoread
aloudachunkoftext,thenthatpersonmayselectsomeoneelsetoread,andthe
cyclecontinuesuntilconclusionofthetext.Pauseaftereachchunktoallow
studentstowritedownorillustratewhattheyseeifapplicable.
7.Attheconclusionofthereading,allowstudentstoturnandtalkintheirgroups
tosharetheirreactionstothemenu.
8.Distributethegraphicorganizerandexplaintostudentshowtouseit.
Completeasawholeclassthetopsectionthatasksthemtoidentifytypesof
devicestheyobservedduringreading.Now,allowstudentstolocateevidenceof
theuseoffigurativelanguageinthetextandexplainitseffectontheir

interpretation.
9.Closing:Onthebackofyourgraphicorganizer,describetheeffectsof
AmericanismonAmyTanasanadolescentandteen.
Day3:
1.EntrancePass:Askstudentstoanswerthefollowingquestionsindependently.
WhydidtheauthorwantaslimnewAmericannoseforChristmas?
Whydidtheauthorcrywhenshelearnedthattheministersfamilywould
attendChristmasEvedinner?
WhatdidtheauthorwantRoberttothinkofherandherfamily?
2.Now,introducethewordAmericanismtostudentsbyhavingthemmakealist
ofAmericanpracticeswithintheirgroups.Solicitstudentresponsesaloudand
afterthree,tellstudentsthattheyhavedefinedAmericanismintheirownwords
beforepresentingthedenotativedefinition.
3.Redistributecopiesofthetextforstudentstoreferenceduringdiscussion.
StudentswilltakeacloselookathowTan'swritingstyleaffectsyour
interpretation.
4.Beforequestioning,provideeachgroupwithasheetofchartpaperthatthey
willusetowritedownquestionstheywishtoposetotheclassconcerningTan's
useoffigurativelanguage,thesubject,thethemepresented,oranyotherrelated
topic.Givestudentsnomorethansevenminutestoposetheirquestionsandpost
theirchartpaperonthewall,board,etc.
5.Usethestudentsquestionsalongwiththeonesbelowtoassistthemin
focusingonhowlanguageandtheauthorsstyleemphasizetheideasthey
present.Youmayusethequestionsbelowtopromptstudentthinking.
WhatisthesignificanteventthatwillbeoccurringthisChristmas?
Whentheguestsarrive,whydoestheauthorpretendthatRobertisnot
worthyofexistence?
Inyouropinion,whatistheclimaxinthisstory?
WhatdoyoubelievetobetheMOSTembarrassingexperienceforthe
authorinthisstory?Whydidyouselectthisexperience?[Turn&Talkto
yourrightshoulderpartner]
WhatgiftdoesAmyreceivefromhermother?Washerreactiontothegift
expected?
Whatdoesthegiftrevealaboutthemother?
AnalyzethemothersoveralldecisioninselectingaChinesemenufor
ChristmasdinnerinsteadofamoreAmericanstylemenuforthemeal.If
sheunderstoodhowherdaughterfelt,andwantedherdaughtertoknow
thatsheunderstood,forwhatreasonsdoyoufeelsheoptedforaChinese
dinner?
6.Closing:Writearesponsetothefollowingquestion:Isthetitleappropriatefor
thecentralideapresentedinthetext?Citetextevidence.

Attachments:**Somefiles FigurativeLanguage_LiteraryDevicesFishCheeks.pdf
willdisplayinanew
window.Otherswill
promptyoutodownload.
AssessmentStrategies:

Formative:
TeacherobservationStudentresponsetoquestioning
Summative:
SuccessfulcompletionofGraphicOrganizer(Seeattachment.)
StudentswillcompleteanIAmpoemusingthetemplatefrom
readwritethink.org.Theymusteffectivelyuseoffigurativelanguageandinclude
atleastoneexampleofeachofthefollowingliterarydevices:hyperbole,simile,
metaphor,andonomatopoeia.
http://www.readwritethink.org/files/resources/lesson_images/lesson391/Iam
poem.pdf
Extension:

Allowstudentstowriteanexpositionontheimportanceofacceptingtheir
culturaldifferences.
Allowstudenttointroducetotheclassoneoftheirculturaltraditionsthatis
appropriatefortheacademicsetting.Thiswillhelpbuildcommunityandhelp
themunderstandtheimportanceofrespectingothers.

Remediation:

YoumaywishtoshowtheFlocabularyFigurativeLanguagevideoanddiscuss
theprintedtranscriptforthosestudentswhostillhavedifficultyidentifying
figurativelanguage.
https://www.flocabulary.com/figurativelanguage/

Eachareabelowisadirectlinktogeneralteachingstrategies/classroomaccommodationsforstudentswith
identifiedlearningand/orbehaviorproblemssuchas:readingormathperformancebelowgradeleveltestor
classroomassignments/quizzesatafailinglevelfailuretocompleteassignmentsindependentlydifficulty
withshorttermmemory,abstractconcepts,stayingontask,orfollowingdirectionspoorpeerinteractionor
tempertantrums,andotherlearningorbehaviorproblems.
PresentationofMaterial

Environment

TimeDemands

Materials

Attention

UsingGroupsandPeers

AssistingtheReluctant
Starter

DealingwithInappropriateBehavior

Besuretocheckthestudent'sIEPforspecificaccommodations.
VariationsSubmittedby
ALEXUsers: