Overview

The lesson focuses on interpretation of symbols, coming of age, and argument writing. Students practice close reading, paying attention to multiple things in text (e.g., plot and setting, characterization, symbols, coming of age criteria) and constructing arguments about literature.

Guiding Questions

  • How is “Two Kinds” a coming of age story?
  • How do the symbols in “Two Kinds” help us understand the characters and the world they live in?

Texts/Materials

Activities

1. Introduce students to concepts of East Asian filial respect and obedience through a Power point with a few common proverbs around the topic (e.g., Jade must be chiseled before it can be considered a gem; If one lacks respect for her parents, then providing for her is like providing for one’s animals). Discuss the proverbs as a class. Then play video-24-512: An ABC Nightline report “A New Breed of Moms,” which describes a particular style of Chinese parenting. Discuss student reactions to the extreme style of parenting in the video clip.TC_Bubble

2. Give students “Two Kinds” along with the Character Map and Plot and Setting. The worksheets will help students construct essays in which they compare how the symbols in “Marigolds” and in “Two Kinds” help us understand the characters and the world they live in. Instruct students to read first section and annotate for ideas related to the narrator’s emotions and feelings, focusing on the question: how is the story written that provides this type of mood or tone? Instruct students to pair with a partner and share out their annotations, focusing on understanding something about the character and overall sense of the mood of the story. With the same partner, students should fill in related charts and maps. When students are done, have the pairs share out through whole class discussion.TC_Bubble

3. Instruct students to read the next sections while adding to the character map and plot and setting. After each section, students can discuss with partners or as a whole class what in the section is surprising or unusual. They can also share progess on their graphic organizers.TC_BubbleOnce they have finished reading, give them the Symbolism Chart in order to fill it in for the symbol of the piano. They can work in pairs or independently and then chare out through whole class discussion.

Assessment

The following are means of assessing students during activities so instruction can be adjusted and differentiated according to students’ needs.

  • Section questions
  • Partner and Whole Group Discussions
  • Graphic Organizers
  • Argument Writing