Title of Lesson: Slurpin’ in the USA: Lensey Namioka’s The All-American Slurp
Objectives: TSWBAT:
- increase knowledge of and respect for Chinese culture and customs
- connect/compare own experiences with experiences of character from another country
- feel empathy/sympathy for a character
- display pride in their own heritage
Resources/Materials: short story The All-American Slurp by Lensey Namioka (12 pgs.)
Time Frame: 2 class periods (approximately 80 minutes)
Procedures/Activities:
- Pre-reading: Write about your most embarrassing moment that happened
in public. What happened? How did you react? How did others
react? Share.
- Pre-reading: Break down the title. What does each part mean to you? What
is an “all- American”? When do you slurp? Etc.
- Pre-reading: Have you ever gone to someone’s house for lunch or
dinner and you didn’t like the food they served? How did you handle it?
- Pre-reading: How do you define an American?
- Assign story to be read (either in class or as a homework assignment)
While students are reading, have them list the things the
Lins did that were considered “inappropriate”
according to American table manners. (p. 55-58)
- Discussion questions:
- Identify what is common, according to the author, between her mother and Meg’s mother. (p. 58)
- Do you think it’s easier for boys or girls to make friends? Why? (p. 58)
- Have you ever tried to learn a new language? Was it difficult? (p. 58-59)
- Have your parents ever embarrassed you in public? What did they do? (p. 62)
- What did the Gleasons do at dinner that would be considered rude in Chinese culture? (p. 66)
- What is the theme of the story?
- Give students a menu written in French or Chinese. Ask them to
try to read it. Have them record their thoughts as they are reading. Share.
- Discuss Chinese etiquette at the teacher’s conference (p.
64). What can you learn about Chinese culture by observing
the narrator’s parents at conferences?
Vocabulary:
Assessment:
- Have students give a presentation on some unique aspect of their culture—a holiday, a type of food, clothing, etc.
- Reread your pre-reading definition of an American.. Make any changes that you now feel are necessary.
- Pretend that a new student has just arrived in your class from a foreign country. Create a “Survival Guide”
for him/her, including the essential information needed to be successful at your school (academically and socially)
Lesson Extensions:
VISUAL:
- Interview an immigrant(s) about their experiences when
they first came to America. What types of problems did they
face? How did they handle these issues? Present your findings
to the class, either on a videotape or audio tape, or act
out the interview with another member of the class.
- Read the story aloud, assigning three-four narrators and
other students to “act out” the dialogue.
- Create a comic strip with 10 boxes that tells the story
of The All-American Slurp.
WRITING:
- Write an essay identifying the positive effects on US culture
that are a result of immigration.
- Discuss: What assumptions do people hold about immigrants?
Why do people think this way? Where do prejudices come from?
Create a pamphlet/PowerPoint presentation that addresses and
refutes these prejudices and promotes harmony and tolerance.
Share with the class.
DRAMATIC:
- Write and perform a radio ad or TV commercial for the story.
- Write and act out a children’s play illustrating
the main ideas of the story. Perform it for the lower grades
at your school and then hold a discussion about the issues
raised in the play.
RESEARCH:
Research Chinese table manners and write a paragraph comparing
and contrasting them with American table manners. The following
web site will be helpful:
http://member.aol.com/Donnclass/Chinalife.html
Using the web site Daily Life in Ancient China, write an essay
comparing and contrasting our daily life today with the daily
life described in the web site. Also evaluate the information:
although you are a member of the 21st century, are there any
customs/rituals from long ago that could benefit our society
today?
http://member.aol.com/Donnclass/Chinalife.html
RELATED INTERNET SITES:
NEW JERSEY CORE CONTENT STANDARDS:
3.3 All students will write in clear, concise, organized language
that varies in content and form for different audiences and purposes.
3.3.15 Students will understand that written communication
can affect the behavior of others.
3.4 All students will read a variety of materials and texts
with comprehension and critical analysis.
3.4.18 Students will begin to identify common aspects of human
existence.
3.4.22 Students will analyze text for purpose, ideas, and
style of the author.
3.4.23 Students will understand the role of characters, setting,
and events in a given literary work.
3.4.24 Students will understand the concepts of figurative
language, symbolism, allusion, connotation, and denotation.
3.4.27 Students will understand that our heritage is marked
by distinct literary movements and is part of a global literary
tradition.
3.4.28 Students will analyze how works of a given period reflect
historical events and social traditions.
Global Citizen 2000 Modules-- Core Questions Addressed
Global Literature Module:
What are universal experiences?
How do they relate to the concerns of the adolescent reader/writer?
How does geography shape/influence/impact human experience?
How does the need for story cross cultural boundaries?
How does personal experience reflect cultural experience?
How does the study of global literature foster empathy with others?
World Languages Module:
How does language reflect and/or influence culture?
The United States and the Immigrant Experience:
How do immigrants participate as citizens of the USA?
Is coming to the USA good for the immigrant?
How are immigrants received by American communities?
Stereotypes, Ethics, and Universal Values Module
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