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This instructional unit uses the novel In the Year of the Boar and Jackie Robinson to explore the life of a Chinese immigrant living in New York City in the late 1940's. Students examine social issues like racism by comparing the novel's main character to Jackie Robinson.
This instructional unit uses the novel In the Year of the Boar and Jackie Robinson to explore the life of a Chinese immigrant living in New York City in the late 1940's. Students examine social issues like racism by comparing the novel's main character to Jackie Robinson. Language arts activities include writing book reviews and essays, responding to the text , and creating fictional and historical timelines. Many links to web-based resources are featured on the site, which provides additional support for interdisciplinary teaching. (author/ncl)
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| English Language Arts Standards |
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| Reading Applications: Literary Text Standard |  |
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| Benchmarks (4 - 7) |
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| A. | Describe and analyze the elements of character development. |
| B. | Analyze the importance of setting. |
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| Grade Level Indicators (Grade 4) |
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| 1. | Describe the thoughts, words and interactions of characters. |
| 2. | Identify the influence of setting on the selection. |
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| Grade Level Indicators (Grade 5) |
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| 1. | Explain how a character's thoughts, words and actions reveal his or her motivations. |
| 2. | Explain the influence of setting on the selection. |
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| Grade Level Indicators (Grade 6) |
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| 1. | Analyze the techniques authors use to describe characters, including narrator or other characters' point of view; character's own thoughts, words or actions. |
| 2. | Identify the features of setting and explain their importance in literary text. |
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| Writing Applications Standard | |
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| Benchmarks (3 - 4) |
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| B. | Write responses to literature that summarize main ideas and significant details and support interpretations with references to the text. |
| C. | Write formal and informal letters that include important details and follow correct letter format. |
| D. | Write informational reports that include facts, details and examples that illustrate an important idea. |
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| Benchmarks (5 - 7) |
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| B. | Write responses to literature that extend beyond the summary and support judgments through references to the text. |
| D. | Produce informational essays or reports that convey a clear and accurate perspective and support the main ideas with facts, details, examples and explanations. |
| E. | Use persuasive strategies, including establishing a clear position in support of a proposition or a proposal with organized and relevant evidence. |
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| Grade Level Indicators (Grade 4) |
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| 2. | Write responses to novels, stories and poems that include a simple interpretation of a literary work and support judgments with specific references to the original text and to prior knowledge. |
| 3. | Write formal and informal letters (e.g., thank you notes, letters of request) that follow letter format (e.g., date, proper salutation, body, closing and signature), include important information and demonstrate a sense of closure. |
| 4. | Write informational reports that include facts and examples and present important details in a logical order. |
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| Grade Level Indicators (Grade 5) |
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| 2. | Write responses to novels, stories and poems that organize an interpretation around several clear ideas, and justify the interpretation through the use of examples and specific textual evidence. |
| 4. | Write informational essays or reports, including research, that organize information with a clear introduction, body and conclusion following common expository structures when appropriate (e.g., cause-effect, comparison-contrast) and include facts, details and examples to illustrate important ideas. |
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| Grade Level Indicators (Grade 6) |
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| 2. | Write responses to novels, stories, poems and plays that provide an interpretation, critique or reflection and support judgments with specific references to the text. |
| 4. | Write informational essays or reports, including research, that present a literal understanding of the topic, include specific facts, details and examples from multiple sources and create an organizing structure appropriate to the purpose, audience and context. |
| 5. | Write persuasive essays that establish a clear position and include organized and relevant information to support ideas. |
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| Standards for the English Language Arts |
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| Range of materials and purposes for reading | |
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| Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. |
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| Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. |
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| Reading strategies, language use, and conventions | |
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| Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). |
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| Language diversity and competency | |
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| Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. |
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| RESOURCE TYPE |
| Instructional Resource |
| PRACTICE LEVEL |
| Promising Practice |
| STANDARDS ALIGNMENT |
| Grades 4 - 6 |
| TOPICS |
English Language Arts --
Reading-Strategies & Skills;
Writing;
Writing Applications;
Literature;
Children's Literature |
| OHIOWINS TOPICS |
Writing Applications;
Response to Literature;
Literature |
| FOUND IN |
AdLIT
OhioWINS |
| KEYWORDS |
novel study;
multicultural literature;
essays;
Internet-based activities |
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Author: Susan Murphy
Publisher: San Diego State University
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