Date: June 7, 2013
Name: Renee Patrick
School: Winchester Thurston School
Unit Title: Identity and Cultural Conflict in Amy Tan’s The Joy Luck Club
Unit Abstract:
Using Amy Tan’s The Joy Luck Club and supplemental primary source documents, students will become
acquainted with Chinese Confucianism and Buddhism and how these factors influence Chinese
worldview and lifestyle. As students read the novel, they will witness how generational differences and
the influence of American ideals create family conflicts for the novel’s major characters. Students will
demonstrate their final understandings of the novel’s central conflicts and themes by creating a collage or
multi-media art piece that represents the cultural conflicts and progression toward majority within Jing
mei, the novel’s protagonist.
Content Standards Targeted/End of Cluster Benchmarks:
National Council of Teaching of English Standards
1.
2.
3.
6.
9.
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.
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.
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).
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation),
media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
Students develop an understanding of and respect for diversity in language use, patterns, and dialects
across cultures, ethnic groups, geographic regions, and social roles.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning,
enjoyment, persuasion, and the exchange of information).
Content Area(s): English Language Arts
Targeted Grades: Grade 9
How Will This Unit Be Integrated into Your Curriculum:
Introduction to American Literature is a thematically arranged course that explores the themes
and trends in American literature from the Transcendentalist movement to the contemporary era.
This particular American literature course features a diverse array of American voices, creating
the perfect opening for a work by an Asian-American author. Essential course questions include
“What makes something American?” “How should an individual relate to society?” and “What
factors create an individual’s identity?”
This unit will present students the opportunity to compare and contrast American ideals with
those of Chinese culture and develop a deeper understanding of the impact of one’s culture,
family, and geography.
Time of Implementation (how and when will the unit be implemented):
Unit duration: 3-4 weeks
Students will read The Joy Luck Club in the spring semester of English 9, after they have read a variety of
classic and contemporary American literature and have established a critical understanding of American
culture as portrayed through literature.
Big Ideas: Students will understand…
o the similarities and differences between certain Chinese and American ideals and
values (as expressed in The Joy Luck Club and American literature read
throughout the year)
o the components of a novel: plot, characterization, motif, theme, symbolism, style,
dialogue, conflict
o the basic tenants of Confucianism and its influence on Chinese values and
worldview
o the similarities and differences between Confucianism and Transcendentalism
o the influence of Confucianism and Buddhism on the characters in The Joy Luck
Club
Unit Skills: The students will be able to…
o
o
o
o
o
read and annotate a novel for important literary devices and theme development
discuss literature in a classroom setting
analyze key literary elements through short (1-1 ½ page) reading responses
read and understand relevant primary source documents
interview people to obtain greater understanding of a subject through another
person’s experience
Essential Question (Do these questions reflect the core idea as judged by experts in the discipline):
How do an individual’s family and culture influence her identity?
Lessons (3-4 smaller lessons that are integral to the unit and lead to the realization of big ideas):
[these can be outlined here in this file, and the full lesson plans included as separate documents]
Introduction activity: Journal writing and discussion
Write about a time when you have had fought with your parents/guardians. What were the
underlying causes of this conflict, and how was it resolved? Be descriptive and reflective.
Students will discuss their journal responses in small groups and then as a whole class.
Learning activities:


Homework: Read selected chapters of The Joy Luck Club.
In-class activities:
o Discussion of the novel and literary elements
o Writing about literature
o Instruction on Confucianism and Buddhism (using the listed primary source
documents)
o Guest presentations (maybe) by middle and high school Chinese teachers and Q/A
period (Students will develop relevant questions for these guest speakers based on
an introduction to the speakers and what they have read and learned from the
novel.)
Culminating Lesson/Activity (the final lesson/activity that ties all lessons together):
East vs. West Collage/Multimedia Project: Students will create a visual representation of the
cultural influences that create Jing mei’s conflict and ultimately shape the development of her
identity. The final product should include images, words, and quotes from the novel that
represent the American and Chinese ideals and lifestyles that influence Jing mei. Students may
also include music and sounds if creating a multi-media project. The best pieces will reflect Jing
mei’s conflict and her progression to maturity and understanding through a myriad of
intentionally chosen and arranged images, text, and sound. Students will write a 2-3 paragraph
explanation of their artwork.
Assessment: What evidence of learning will you accept?
 Formative assessment:
o Literary discussion
o Analytical response drafts
o Questions for guest speakers
 Summative assessment:
o Analytical reading response essay(s)
o Collage/Multimedia Project (Culminating Activity description)
Resources Needed (list specific resources):
Text(s):
 The Joy Luck Club by Amy Tan
 The Zhuanguzi Chapter 3: “The Secret of Caring for One’s Life”
 Selections from The Twenty-four Exemplars of Filial Piety Selections from the Confucian
Analects: On Humaneness
 The Deer Park Sermon
 Spice Digest’s “Introduction to Buddhism” (teacher resource)
Chinese guest speakers, if possible
An explanation of how the seminar helped you develop the plan:
The NCTA seminar has helped me begin to understand the complex, ancient philosophies and religions
that influence the Chinese characters in Tan’s contemporary work of literature. The sessions on
Confucianism and Buddhism and their accompanying documents have been especially valuable. If time
would allow, I could use the wealth of information I have gained on Chinese culture to give my students a
more complete picture of the events and worldviews influencing this novel’s characters. However, in an
American literature course, time will allow for only a relatively brief introduction. Thanks to NCTA,
though, I have a plethora of resources and knowledge to make that introduction meaningful, worthwhile,
and relevant.
NOTE: we may upload your implementation plan as an “Uploaded Contribution” to the
University of Pittsburgh East Asia Gateway for Linking Educators (EAGLE), so that it may be
shared with other teachers. Please let us know below whether you agree (or not) to this.
__X__ I agree to have my implementation plan (or portions thereof) uploaded to the NCTA
online portal.
____No, please do not make my implementation plan available on the NCTA online portal.