Introduction
Mrs. Redrow’s English 10 Honors class is preparing to read The Joy Luck Club by Amy Tan. Before reading, you will complete a Webquest that is engaging and interactive. This Webquest will allow you to connect to the themes of the novel before reading while communicating with each other. This webquest will help you understand different social classes and make connections with the characters before learning about them through the reading. You will make connections while learning comprehension strategies that will be useful throughout the reading of the novel. “Social and cultural perspectives provide a lens through which to view the reading practices that occur within a variety of settings, and they hint of the strategies needed by students to excel in those environments,” (Rubenstein-Avila and Johnson, 2008). By making connections before reading, you can make connections with characters and themes. When seeing where they rank on the Hidden Rules of Social Class Questionnaire, the students can learn about different classes that they might not be familiar with. You will also have the chance to define vocabulary using context clues after reading Part I of the novel. During the reading, you will complete online graphic organizers that will be shared with your classmates. This will prepare you for activities to come.
Task
Students will be able to identify similarites and differences between them and the social classes they are studying.
Students will be able to define new vocabulary using context clues.
Students will be able to construct meaning of words.
Students will be able to relate themes and make connections.
Process
Part I
What does a story that so beautifully treats the Chinese-American experience have to do with you? Answer the following questions to find out: (post your answers on todaysmeet.com)
- Have you been, or will you ever be, a confused teenager?
- Do you have a mother? Do you totally not understand her, ever? Do you love her? Do you sometimes hate her?
- Do you have dreams? Wishes? Desires?
- Do you feel like you’re always falling short of your parents’ expectations?
- Do you feel like you know what’s wrong in your life but you just can’t fix it?
If you answered "yes" to any one of the above questions, you’ve got everything in common with the women of The Joy Luck Club. Amy Tan basically took a ton of universal themes, zoomed in on the lives of several Chinese-American women, and then presented the result to us as a nice book. At its heart of hearts, The Joy Luck Club is about understanding the people who have an interest in our lives – the people who changed our diapers, made sure we ate our vegetables, drove us to school – in short, our parents. It’s about realizing that our parents are real people, with their own hopes, dreams, histories, weaknesses, and triumphs.
If you’re still doubtful that you’re going to see any part of your own life reflected in The Joy Luck Club, you might want to read it just because it’s a good story. Off the top of our head, The Joy Luck Clubhas: extra-marital love affairs, food, laughter, blood and gore, war, faith and fate, twins, chess, superstition, abandoned children, elopement, and much, much more. It’s drama, it’s people. It’s stuff that could compete with Desperate Housewives any day of the week.
2. Log onto www.padlet.com/wall/thejoyluckclub.
3. Click the link for Knowledge of the Hidden Rules of Social Class: A Questionnaire. Take the questionnaire.
4. After completing the questionnaire, log into Schoology.com and click on The Joy Luck Club discussion tab to create a threaded discussion. Students should discuss the results of their findings. You should compare and contrast your findings with your classmates and discuss why these results are true. Use the Social Classses Table (linked on padlet) for resources.
5. Watch the trailer for The Joy Luck Club at: https://www.youtube.com/watch?v=_axV-_Wz7L0
6. Continue your threaded discussion posts on schoology and make a predicition of what you think is going to happen between the mother's and daughters. Why do you think your prediction will come true?
Part II
7. Watch http://www.neabigread.org/books/joyluckclub/media/.
8. Read Section I of The Joy Luck Club.
Evaluation
| THREADED DISCUSSION ACTIVITIES RUBR | ||||
| Exceeds Expectations 4 pts | Meets Expectations 3 pts | Does Not Meet Expectations 2 pts | Did Not Do 1 pts | |
| Primary/Secondary Responses /Postin | Exceeds ExpectationsExceeds designated number of posts; demonstrated good self-initiative. | Meets ExpectationsExpected number of posts; responds within guidelines. | Does Not Meet ExpectationsFewer than required posts (as specified in the syllabus); rarely participates freely. | Did Not DoMissing |
| Primary/Secondary Responses /Postin | Exceeds ExpectationsResponses are well developed and rich in concepts as well as demonstrating applied knowledge. | Meets ExpectationsResponses are well developed but could use additional development of concepts and/or application of knowledge. | Does Not Meet ExpectationsResponses are not well developed and/or do not relate to concepts or demonstrate applied knowledge. | Did Not DoMissing |
| Primary/Secondary Responses /Postin | Exceeds ExpectationsOpinions and ideas are expressed in a clear and concise manner with obvious connections to the topic. | Meets ExpectationsOpinions and ideas are stated clearly with occasional lack of connection to the topic. | Does Not Meet ExpectationsDoes not express opinions or ideas clearly. | Did Not DoMissing |
| Primary/Secondary Responses /Postin | Exceeds ExpectationsConsistently includes relevant references to concepts in the textbook and other sources. | Meets ExpectationsIncludes some references to concepts in the textbook and other sources, but they may be more periphery than relevant. | Does Not Meet ExpectationsDoes not include references to relevant concepts in the textbook and other sources. | Did Not DoMissing |
| Mechanics | Exceeds ExpectationsConsistently uses proper grammar and has no spelling errors. | Meets ExpectationsSome minor grammatical and spelling errors are noted in posts. | Does Not Meet ExpectationsUses poor spelling and grammar; posts appear hasty. | Did Not DoMissing |
| Mechanics | Exceeds ExpectationsUses language in a way that expands the discussion. | Meets ExpectationsAppropriate terms are used. | Does Not Meet ExpectationsTerms used inappropriately and/or incorrectly. | Did Not DoMissing |
| Mechanics | Exceeds ExpectationsAll required citations/references are present, complete, and in proper APA format. | Meets ExpectationsCitations/references are complete with only minor errors in APA format. | Does Not Meet ExpectationsDoes not provide citations/ references to others’ works, or citations/references are incomplete or not in APA format. | Did Not DoMissing |
| Contribution to the Learning Commun | Exceeds ExpectationsEncourages others, shows leadership qualities, and resolves conflict. | Meets ExpectationsIs courteous, respectful, positive, and professional. | Does Not Meet ExpectationsShows lack of respect for other’s points of view. | Did Not DoMissing |
Conclusion
At the end of this Webquest, the students should have a deeper understanding of where the characters are at in their class status in America and where they were in China; both before, during, and after reading. I want the students to make connections to their own lives and put themselves into the characters shoes. When learning new vocabulary, I encourage learning through context clues; especially in my honors classes. When the students are discussing their findings from the questionnaire, they are encouraged to ask questions and carry on the conversations. I am a strong advocate of pre-reading activities because the students start to connect with the novel and learn from their peers. Students will be encouraged to continue to comment on Schoology for the remainder of the novel unit. Any questions or comments that come up can be posted on the discussion board in order to get feedback from classmates. The Padlet site will be updated accordingly for the students, in order for them to keep track of important information and so they have everything in one spot. Students will also be asked to continue creating inquiry questions for further exploration.
Credits
Rubinstein-Avila, E. & Johnson, J. (2008). Meaningful content for middle school students for whom English is an additional language. In K. A. Hinchman & H. K. Sheridan-Thomas (Eds.), Best practices in adolescent literacy instruction (p. 99), New York, NY: Guilford Press.