mskipker.weebly.commskipker.weebly.com/.../2/5/1/22518144/joy_luck_club_… · web viewgascoigne...

Duque Name: ______________________________________English II Unit 2 Assessment: Joy Luck Club

“The rare, mesmerizing novel that one always seeks but seldom finds…a pure joy to read.” –Chicago Tribune

Writer’s Notebook 1


Table of Contents

Assignment Page Number

Due Date* TAR

Introduction to the Task 3 10/10/14 NoTask Analysis 4 10/13/14 NoPractice Analysis 5-6 10/14/14Samples of AP Essays 7-10 10/14/14 NoLDC Essay Rubric 11 10/16/14 NoRubric Translation 12 10/16/14 No

Reading Guide (Vocabulary and Questions) – Section I 13-17 10/20/14 NoLiterary Element Analysis- Section I 18-20 10/20/14 NoReading Guide (Vocabulary and Questions) – Section II 21-25 10/27/14 NoLiterary Element Analysis- Section II 25-26 10/27/14 NoReading Guide (Vocabulary and Questions) – Section III 27-30 11/3/14 NoLiterary Element Analysis- Section III 31-32 11/3/14 NoReading Guide (Vocabulary and Questions) – Section IV 32-36 11/10/14 NoLiterary Element Analysis- Section IV 37-38 11/10/14 NoWord Search 39 11/10/14 NoCrossword Puzzle 40-41 11/10/14 NoDeveloping a Thesis 42-43 11/10/14 YesSteps to Crafting Assertions 44-45 11/12/14 YesSelecting Relevant Evidence and Creating Compelling Commentary 46-47 11/14/14 YesOutline/Rough Draft 48-50 11/17/14 Yes

*All due dates are approximate and are subject to change, it is the student’s responsibility to keep up with the calendar.



Introduction to the Task

Directions: Silently and independently answer the essential questions to the best of your ability. Then view the movie trailer for Joy Luck Club and brainstorm possible subjects and themes that you think will emerge over the course of the text.

Essential Questions1. How can people have

differing perspectives of the same event?

2. How can our perspective or opinion of an event change as we age?

3. What are the benefits of understanding another person’s perspective? How can we use this understanding to better serve us?

4. How can we manipulate language to better express ourselves and what we want?

List of Subjects/Topics

Possible Theme Statements



Task Analysis

Task: After reading Joy Luck Club, write an expository essay in which you analyze how the author uses different narrative techniques, word choice, and syntax to convey a cultural perspective, providing examples to clarify your analysis.

Step 1: Define difficult and academic vocabulary.

Expository

Analyze

Narrative TechniquesSyntax

Perspective

Step 2: Rewrite the prompt in your own words.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Step 3: Switch prompts with your partner and have them critique your version of the prompt in red pen

Name of critic: ___________________________________________

Step 4: Rewrite the prompt in your own words, BE SURE TO INCLUDE THE FEEDBACK FROM YOUR PEER.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Step 5: Who is your audience and what voice should you use?

Audience

Voice



Practice Analysis

The following poem is by the sixteenth-century English poet George Gascoigne. Read the poem carefully. Then write an essay in which you analyze how the complex attitude of the speaker is developed through such devices as

form, diction, and imagery.

Poem ParaphraseFor That He Looked Not upon Her

You must not wonder, though you think it strange,

To see me hold my louring1 head so low;

And that mine eyes take no delight to range

About the gleams which on your face do grow. LineThe mouse which once hath broken out of trap 5

Is seldom ’ticèd2 with the trustless bait,

But lies aloof for fear of more mishap,

And feedeth still in doubt of deep deceit.

The scorchèd fly which once hath ’scaped the flame

Will hardly come to play again with fire, 10

Whereby I learn that grievous is the game

Which follows fancy dazzled by desire:

So that I wink or else hold down my head,

Because your blazing eyes my bale3 have bred.

TP-CASTT Analysis Chart

1 gloomy2 enticed3 misery



T Title: Make a prediction. What do you think the title means before you read the poem?

C Connotation: Look beyond the denotation or literal meaning of key words and images to their associations.

A Attitude: What is the speaker’s attitude (tone)? How does the author feel about the speaker, other characters, and the subject?

S Shifts: Where do the shifts in tone, setting, voice, etc. occur? Look for time and place, keywords, punctuation, stanza divisions, changes in length or rhyme and sentence structure. What is the purpose of each shift? How do they contribute to the effect and meaning?

T Title: Reexamine the title. What do you think it means now in the context of the poem?

T Theme: Think of the literal and metaphorical layers of the poem. Then determine the overall theme. The theme must be written in a complete sentence as in interpretive statement.



AP Scoring Criteria

9–8 These essays offer a persuasive analysis of Gascoigne’s use of devices to convey the speaker’s complex attitude. These essays offer a range of interpretations; they provide convincing readings of both the complex attitude and Gascoigne’s use of devices such as form, diction, and imagery. They demonstrate consistent and effective control over the elements of composition in language appropriate to the analysis of poetry. Their textual references are apt and specific. Though they may not be error-free, these essays are perceptive in their analysis and demonstrate writing that is clear and sophisticated, and in the case of an essay scored a 9, especially persuasive.

7–6 These essays offer a reasonable analysis of Gascoigne’s use of devices such as form, diction, and imagery to convey the speaker’s complex attitude. They are less thorough or less precise in their discussion of the attitude and Gascoigne’s use of devices, and their analysis of the relationship between the two is less thorough or convincing. These essays demonstrate an ability to express ideas clearly, making references to the text, although they do not exhibit the same level of effective writing as the 9–8 essays. Essays scored a 7 present better-developed analysis and more consistent command of the elements of effective composition than do essays scored a 6.

5 These essays respond to the assigned task with a plausible reading of Gascoigne’s use of devices such as form, diction, and imagery to convey the speaker’s complex attitude, but they tend to be superficial in their analysis of the attitude and of the devices. They often rely on paraphrase, which may contain some analysis, implicit or explicit. Their analysis of the speaker’s attitude or of Gascoigne’s use of devices may be vague, formulaic, or minimally supported by references to the text. There may be minor misinterpretations of the poem. These essays demonstrate some control of language, but they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7–6 essays.

4–3 These lower-half essays fail to offer an adequate analysis of the poem. The analysis may be partial, unconvincing, or irrelevant, or it may ignore the complexity of the speaker’s attitude or Gascoigne’s use of devices. Evidence from the poem may be slight or misconstrued, or the essays may rely on paraphrase only. The writing often demonstrates a lack of control over the conventions of composition: inadequate development of ideas, accumulation of errors, or a focus that is unclear, inconsistent, or repetitive. Essays scored a 3 may contain significant misreading, demonstrate inept writing, or both.

2–1 These essays compound the weaknesses of the papers in the 4–3 range. Although some attempt has been made to respond to the prompt, the assertions are presented with little clarity, organization, or support from the poem. These essays may contain serious errors in grammar and mechanics. They may offer a complete misreading or be unacceptably brief. Essays scored a 1 contain little coherent discussion of the poem.



Sample Essays 1A

The sixteenth-century English poet George Gascoigne employs increasing intensities of images and exaggerated and emphasized diction in the carefully structured form of his poem, “For That He Looked Not Upon Her,” to explain the reason he cannot look the woman he loves in the face.

The standard sonnet form of the poem supports the speaker’s convincing defense for his actions. It follows the classic “ABAB” rhyme scheme, has perfectly even iambic pentameters, and ends with a rhyming couplet which emphasizes his argument. The speaker begins by addressing a possible ambiguity because his lover may “think it strange” that he does not look at her. Indeed, the reader may be at first mystified as to the speaker’s motivations because, paradoxically, the lover “take[s] no delight” to look at his love, despite the fact that attractive “gleams” “grow” upon her face. However, by methodically presenting two analogies of a mouse caught in a trap and scorched fly, the speaker explains why he acts the way he does. While this standard and rigid form is effective in proving the speaker’s point and supporting his argument, it at first seems a little too rigid to convey the depths of his emotion.

The speaker, however, does convey the deep hurt he has felt by his use of two images that are comparable to what has happened to him. The first is a mouse that, having been caught in a trap once before, learns from his mistake and after than suffer the same imprisonment, chooses to hide and is forever more paranoid of any food he eats because it may trap him. Tragically, this analogy suggests that the speaker, having been so hurt by the deceit of his lover, will live the rest of his life in fear of a replication of the tragedy and consequently will never love again because he can never again trust things--- like sharing a glance with a beautiful woman--- that, like the fool that trapped the mouse, could subject him to the same torment. The next image, that of a “scorched” fly” conveys an even more heightened sense of the speaker’s pain. That the fly was physically burned suggests that the speaker himself was wounded, metaphorically, and can never fully recover. Additionally, the speaker expounds upon the analogy of his lover as trapping him like a mouse by comparing his actions to burning him, a more violent offense. That the fly “will hardly come to play again with fire” allows the reader more insight into what has occurred because the speaker suggests that he naively did not realize what he was getting himself into and perhaps at first regarded his growing affection for the woman like a “game”. However, the lines “Whereby I learn that grievous is the game/Which follows fancy drizzled by desire” proves that the speaker, at the cost of his happiness, has learned from the experience and is now no longer naïve.

The speaker further conveys his pain and sorrow through exaggerated diction and his repeated use of alliteration. He begins by emphasizing his “louring head so low,” a combination of alliteration and assonance to reveal the extent of his pain and possible humiliation. He continues to employ alliteration and consonance to emphasize the feeling behind the images he uses and concludes with the most exaggerated and numerous usage of alliteration in lines 11-12, “grievous” and “game”, as well as “follows fancy dazzled by desire”, drive home the extent of his suffering.

Through the methods of formal organization, intense imagery and exaggerated diction, the speaker defends what at first seems to be an incomprehensible sentiment towards the woman he supposedly loves. By the end of the poem, he addresses any ambiguities surrounding his sorrow and provides a convincing and passionate account of his suffering.



1B

In “For That He Looked Not Upon Her”, George Gascoigne’s speaker is experiencing heartache and emotional wounds inflicted by his love interest. Through Gascoigne’s use of rhyme scheme that helps to separate/identify the speaker’s emotional state, word choice that conveys a heartbroken and gloomy attitude, and imagery that helps compare his feelings to other instances of betrayal, the reader can clearly see that the speaker of the poem is not only experiencing the expected emotional heartache but one of mistrust and betrayal as well.

The poem follows a pattern of ABAB rhyme scheme for twelve lines, then ends in a couplet for the last two. The first set of rhymed stanza describes the speaker and his appearance after being heartbroken, the second set describes a mouse’s unwillingness to approach a mousetrap, the third set describes a fly’s unwillingness to come near a fire, and the last couplet sums up the overall feelings the speaker has for his love interest. By clearly differentiating the poem into three main stanzas that rhyme and describe acts of betrayal and end with a final couplet that describes the speaker’s feelings precisely, the reader is easily able connect the speaker’s feeling of hurt and betrayal to the ones he described of the mouse’s and fly’s betrayal, and the idea is reinforced by the simple, short, yet effective couplet in the poem at the end.

Gascoigne uses several word choices that makes it easy to identify a theme of heartbrokenness and gloom. Phrases such as “hold my louring head so low”, “lies aloof for fear”, “still in doubt of deceit”, and “your blazing eyes my bale have bred” all depict an image of hurt, mistrust, and unpleasant emotional states. The emotion of hurt from betrayal is seen and reinforced not only by describing the speaker’s current state through words such as “no delight” and “hold down my head”, but also in other animals that have experienced betrayal as well that are described in words with negative connotations as well, such as “trustless bait” for the mouse and “scorched” for the fly.

Imagery is key in this poem to help identify the speaker’s emotion of hurt and betrayal, and that is best seen through his imagery of the deceived mouse and the wounded fly. The imagery of the mouse is told in a tone of deception- “the mouse is…seldom ‘ticed with the “trustless bait”, “fear of more mishap”, and “feedeth still in deceit” are all used to portray a mouse that was once too trusting and ended up getting hurt in the process, both physically and emotionally in the sense that it’s always fearful and mistrusting. The fly’s tale of being too careless and barely escaping its death by the fire also gives an image of an unassuming animal that was hurt in the process of not trusting. By using two instances of imagery that describes an assuming subject that became wounded/hurt, Gascoigne helps the speaker of the poem identify his hurt and betrayal more clearly by helping the reader connect the speaker’s plight to the plight of both the music and the fly.



1C

In George Gascoigne’s poem “For That He Looked Not Upon Her,” the speaker explains how he will never again look upon a woman, for she has caused him much grief, and he understands he must not return to that which has previously caused him pain. In Gascoigne’s Shakespearean Sonnet, form and descriptive allegorical references are used to develop the speaker’s complex attitude, specifically towards the woman referenced in the title. Through the use of these particular literary devices, Gascoigne portrays a speaker who has once learned his lesson and will never make the same mistakes again in his sonnet “For That He Looked Upon Her”.

One of the primary literary devices Gascoigne uses is allegory, which is used to help the reader understand why the speaker acts as he does. The poem is essentially an explanation of why the speaker “wink[s] as else hold[s] down [his] head”(13), in response to whatever particular advances are made by the woman referenced in the title. The First allegorical reference the speaker makes is to “the mouse which once hath broken out of trap/[who] is seldom ‘ticed with the trustless bait”(5-6). The speaker has such a reference to explain to the reader a situation in which someone or something has been tricked, have learned a lesson, and will not be fooled again. The image is further developed by a second reference, when the speaker explains that “The scorched fly which once hath ‘scaped the flame/Will hardly come to play again with fire”(9-10). The speaker suggests that he has been tricked by a woman, perhaps by her seduction or the “gleams which on [her] face do grow”(4), but that he will not be tricked again. Instead, he will “wink or else hold down [his] head”, avoiding her “blazing eyes” which have before caused him much misery.

Gascoigne also employs the use of form to further develop the speaker’s attitude. Gascoigne’s poem is a Shakespearean Sonnet, which follows the particular rhyme scheme and form requirements that define a sonnet. Generally, Shakespearean Sonnets are divided into three quatrains and a rhyming couplet at the end. This poem follows the format exactly. Furthermore, each quatrain is used to further a particular purpose. The first quatrain generally presents a problem, the second further explains the problem and situation, the third quatrain moves toward a solution, and the couplet explains the result. In Gascoigne’s poem, he uses the first quatrain to explain the situation, describing how the speaker is acting. Then he uses the second quatrain to further explain the situation, using allegorical references to explain the speaker’s experiences and feelings through those of a mouse in a trap. In the third quatrain, lines eleven and twelve explain what the speaker has learned from his experiences, and how he feels in the situation. The speaker notes, “Whereby I learn that grievance is the game/Which follows fancy dazzles by desire,”(11-12) conveying his newfound understanding that when desire prompts one to follow a certain fancy, fully for the trick and following can only end in sadness. Finally, the rhyming couplet shows the resolution of the poem, explaining what the speaker now does as a result of the past experiences and problems.

Gascoigne’s sonnet develops the speaker’s attitude, and in doing so teaches an important lesson. It shows a speaker who may be acting strangely, or else different from normal, and it shows what makes the speaker act that way in developing an understanding of the speaker’s grief and his holding his head low. Gascoigne warns the reader at what may come about when one falls for a trick, as some form of seduction, and teaches to be weary and not dazzled by one’s desire.



LDC Essay RubricINFORMATIONAL/EXPLANATORY TEACHING TASK RUBRIC (TEMPLATE TASK

COLLECTION VERSION 2.0)Scoring Elements Not Yet Approaches Expectations Meets Expectations Advanced

0 1 1.5 2 2.5 3 3.5 4Focus Attempts to

address prompt, but lacks focus or is off-task.

Addresses prompt appropriately, but with a weak or uneven focus.

Addresses prompt appropriately and maintains a clear, steady focus. D: Addresses additional demands sufficiently.

Addresses all aspects of prompt appropriately and maintains a strongly developed focus. D: Addresses additional demands with thoroughness and makes a connection to controlling idea.

Controlling Idea Attempts to establish a controlling idea, but lacks a clear purpose.

Establishes a controlling idea with a general purpose.

Establishes a controlling idea with a clear purpose maintained throughout the response.

Establishes a strong controlling idea with a clear purpose maintained throughout the response.

Reading/Research

Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt.

Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

Presents information from reading materials relevant to the prompt with accuracy and sufficient detail.

Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials.

Development Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy.

Presents appropriate details to support the focus and controlling idea.

Presents appropriate and sufficient details to support the focus and controlling idea.

Presents thorough and detailed information to strongly support the focus and controlling idea.

Organization Attempts to organize ideas, but lacks control of structure.

Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure

Maintains an appropriate organizational structure to address the specific requirements of the prompt.

Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.

Conventions Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.

Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.

Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors.

Demonstrates and maintains a well- developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format.

Content Understanding

Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.

Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.

Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.

Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in- depth understanding.

Rubric TranslationWriter’s Notebook 11


Directions: Think about the task and use the space below to translate the rubric rows into your own words, keeping it very specific to the prompt.

Focus

Controlling Idea

Reading/Research

Development

Organization

Conventions

Content Understandings

VOCABULARY



Section I- FEATHERS FROM A THOUSAND LI AWAYThe Joy Luck Club

Part I: Using Prior Knowledge and Contextual Clues Below are the sentences in which the vocabulary words appear in the text. Read the sentence.Use any clues you can find in the sentence combined with your prior knowledge, and write whatyou think the bold words mean in the space provided.

1. And when I arrived, I realized how shabby my dreams were, how poor my thoughts.________________________________________________________________________________________2. When the sirens cried out to warn us of bombers, my neighbors and I jumped to our feet and scurried to the deep caves to hide like wild animals.________________________________________________________________________________________3. “What fine food we treated ourselves to with our meager allowances!”________________________________________________________________________________________4. What was worse, we asked among ourselves, to sit and wait for our own deaths with proper somber faces?________________________________________________________________________________________5. After everybody votes unanimously for the Canada gold stock, I go into the kitchen to ask Auntie An-mei why the Joy Luck Club started investing in stocks.________________________________________________________________________________________ 6. The white chenille bedspreads are so worn they are almost translucent. ________________________________________________________________________________________7. At first my mother tried to cultivate some hidden genius in me.________________________________________________________________________________________8. And I am embarrassed by the end-of-the-year-banquet lie my aunties have told to mask their generosity.________________________________________________________________________________________Part II: Determining the Meaning -- Match the vocabulary words to their dictionary definitions. 1. shabby A. small or deficient in quantity 2. scurried B. allowing some light to pass through 3. meager C. of substandard quality 4. somber D. willingness to give; giving 5. unanimously E. completely in agreement 6. translucent F. grow; encourage; promote 7. cultivate G. serious 8. generosity H. scampered; went quickly with light steps

ScarPart I: Using Prior Knowledge and Contextual Clues 1. Many times Popo said aloud to all who could hear that my brother and I had fallen out of the bowels of a stupid goose, two eggs that nobody wanted, not even good enough to crack over rice porridge.________________________________________________________________________________________2. So you see, to Popo we were also very precious.________________________________________________________________________________________3. One day this bad girl shook her head so vigorously to refuse her auntie’s simple request that a little white ball fell from her ear and out poured all her brains, as clear as chicken broth.________________________________________________________________________________________4. So when my brother gave her a sour look, Auntie said our mother was so thoughtless she had fled north in a big hurry, without taking the dowry furniture from her marriage to my father, without bringing her ten pairs of silver chopsticks, without paying respect to my father’s grave and those of our ancestors.________________________________________________________________________________________5. When my brother accused Auntie of frightening our mother away, Auntie shouted that our mother had married a man named Wu Tsing who already had a wife, two concubines, and other bad children.


Duque Name: ______________________________________English II Unit 2 Assessment: Joy Luck Club________________________________________________________________________________________6. She looked strange, too, like the missionary ladies at our school who were insolent and bossy in their too-tall shoes, foreign clothes, and short hair.________________________________________________________________________________________7. That she seemed to float back and forth like a ghost, dipping cool cloths to lay on Popo’s bloated face.________________________________________________________________________________________8. And because I remember Popo told me not to speak her name, I stood there, mute.________________________________________________________________________________________9. In the morning, Popo would use her sharp fingernails like tweezers and peel off the dead membranes.________________________________________________________________________________________Scar Part II: Determining the Meaning -- Match the vocabulary words to their dictionary definitions. 1. bowels A. money or property brought by a bride to her husband 2. precious B. cherished; having value; beloved 3. vigorously C. thin layer of tissue 4. dowry D. arrogant; presumptuous and insulting 5. concubines E. speechless 6. insolent F. done with force or energy 7. bloated G. secondary wives 8. mute H. intestines; insides; guts 9. membranes I. swelled up

The Red CandlePart I: Using Prior Knowledge and Contextual Clues 1. She is crying with a genuine feeling and he says, “Promise! Promise! Honey-sweetheart, my promise is as good as gold.”________________________________________________________________________________________2. It was summertime, very hot and dusty outside, and I could hear cicadas crying in the yard.________________________________________________________________________________________3. And this is when Huang Taitai looked down at me with a cloudy face as though she could penetrate my thoughts and see my future intentions. ________________________________________________________________________________________4. Inside, the house held a different kind of pretense.________________________________________________________________________________________5. She had even commissioned someone to write felicitous messages on red banners, as if my parents themselves had draped these decorations to congratulate me on my good luck.________________________________________________________________________________________6. They invaded Shansi province, as well as the provinces bordering us.________________________________________________________________________________________7. The next morning the matchmaker made her proud declaration in front of Tyan-yu, his parents, and myself.________________________________________________________________________________________8. “They knew you would not believe me,” I said in a remorseful tone, “because they know I do not want to leave the comforts of my marriage.”________________________________________________________________________________________9. By mid-morning they had dragged the matchmaker’s servant over to our house and extracted her terrible confession.________________________________________________________________________________________Part II: Determining the Meaning -- Match the vocabulary words to their dictionary definitions. 1. genuine A. pierce; force into 2. cicadas B. entered by force to conquer 3. penetrate C. suitable; appropriate


Duque Name: ______________________________________English II Unit 2 Assessment: Joy Luck Club 4. pretense D. pulled out 5. felicitous E. insects that make high-pitched, droning sound 6. invaded F. regretful; sorrowful 7. declaration G. false appearance 8. remorseful H. real 9. extracted I. statement

The Moon LadyPart I: Using Prior Knowledge and Contextual Clues 1. Everything in the room smelled of wet grass simmering in the heat.________________________________________________________________________________________2. And so the stale heat still remained in the shadows behind the curtains, heating up the acrid smells of my chamber pot, seeping into my pillow, chafing the back of my neck and puffing up my cheeks, so that I awoke that morning with a restless complaint.________________________________________________________________________________________3. “The third word in the next line,” explained Baba, “was worn off the slab, its meaning washed away by centuries of rain, almost lost to posterity forever.”________________________________________________________________________________________4. Suddenly I saw a dragonfly with a large crimson body and transparent wings.________________________________________________________________________________________5. I climbed into the rickshaw with my mother in it, which displeased Amah, because this was presumptuous behavior on my part and also because Amah loved me better than her own.________________________________________________________________________________________6. Mama and the other ladies were already seated on benches around the pavilion, fanning themselves furiously and slapping the sides of each other’s heads when mosquitoes landed.________________________________________________________________________________________7. But the excitement soon waned, and the afternoon seemed to pass like any other at home.________________________________________________________________________________________8. And loud clanks and hissing sounds erupted as once again the boat began to move.________________________________________________________________________________________9. Both of these things seemed an illusion to me, a wish granted that could not be trusted.________________________________________________________________________________________Part II: Determining the Meaning -- Match the vocabulary words to their dictionary definitions. 1. simmering A. clear 2. acrid B. decreased 3. posterity C. excessively forward 4. transparent D. future generations 5. presumptuous E. unpleasant to the taste or smell 6. pavilion F. cooking just below boiling point 7. waned G. false perception of reality 8. erupted H. a shelter open to the air 9. illusion I. became violently active; exploded

QUESTIONS FOR DISCUSSION: SECTION I - FEATHERS FROM A THOUSAND LI AWAY

(In “Reading Notes” sections of your notebook; Be sure to record the page number with your response)This series of stories addresses the desire of the Chinese mothers for their daughters to have better lives in America than they had in China. The better life is symbolized in the swan one mother brought with her. Immigration officials took it from her, leaving her with only one feather to remind her of what she had left behind. Even when her daughter’s life fails to live up to her expectations, the mother keeps the one feather and thinks that one day she will use it to explain, in


Duque Name: ______________________________________English II Unit 2 Assessment: Joy Luck Clubperfect English, all of her good intentions for her daughter.The Joy Luck Club told by Jing-mei Woo

1. Why was Jing-mei taking part in the Joy Luck Club?

2. How many Joy Luck Clubs have there been?

3. Why did Jing-mei’s mother form the Joy Luck Club in Kweilin?

4. Why did the women in the club call it Joy Luck?

5. What surprising information did Jing-mei finally learn from her mother’s story about leaving Kweilin?

6. How do the people at the San Francisco Joy Luck Club eat?

7. Why did “the aunties” give Jing-mei $1200 in an envelope?

8. What do “the aunties” want Jing-mei to tell her sisters in China?

9. What surprising thing does Jing-mei tell her “aunties” about her own mother?

10. What does Jing-mei promise “the aunties” at the end of the story?

Scar told by An-Mei Hsu

1. What did An-mei’s mother do to become a ghost?

2. What did it mean in An-mei’s family to become a ghost?

3. Why did An-mei’s grandmother say bad things about her own grandchildren?

4. What happened to the greedy girl in An-mei’s grandmother’s story?

5. In An-mei’s grandmother’s story, what happened to the little girl who refused to listen to her elders?

6. Why was An-mei told never to say her mother’s name?

7. In Scar, what is the definition of shou?

8. What is An-mei’s “know-nothing face”?

9. What does An-mei remember about her mother from when An-mei was four?

10. After An-mei was burned, what did her grandmother tell her that made her get better fast?

11. What does An-mei’s mother do to show her love and respect for her own mother?

12. In the story, what does An-mei learn from her own mother?

The Red Candle told by Lindo Jong

1. How did Lindo Jong become engaged to her future husband, Tyan-yu?


Duque Name: ______________________________________English II Unit 2 Assessment: Joy Luck Club 2. How did Lindo first become a member of the Huang household?

3. What gift did Lindo’s mother give to Lindo as the family moved away?

4. How did Tyan-yu make Lindo cry the first night she lived in his house?

5. What did Lindo’s mother-in-law instruct the servants to teach Lindo?

6. What promise did Lindo make to herself on her wedding day?16

7. Why was Lindo unafraid while she was led down a path on her wedding day?

8. What was the red candle’s significance and what was supposed to happen to it?

9. What lie did the matchmaker’s servant tell?

10. What mark on Tyan-yu did Lindo use to “prove” her marriage was rotting?

11. How did Lindo escape from the marriage to Tyan-yu?

12. What is the significance in the story of the Festival of Pure Brightness?

The Moon Lady told by Ying-ying St. Clair

1. What does Ying-yin say her earliest recollection is?

2. Why does the Amah tell Ying-ying that she must keep her wishes secret?

3. How did Ying-ying wind up in the water?

4. What is the ultimate fate of the Moon Lady?

5. What was the effect on Ying-ying of listening to the Moon Lady’s story?

6. What does the Moon Lady represent for Ying-ying?

7. What wish did Ying-ying ask for from the Moon Lady?

8. How does Ying-ying’s story reflect her life and that of her daughter?



LITERARY ELEMENT ANALYSIS(In the first column, provide the page number of the quote, identify the type of literary element, and connect to a

thematic subject. In the second column, record the quotation, and in the third column analyze the quote’s significance by explaining why it is important and/or why the author chose to convey it that way.)

Examples are provided below:

Page/ Literary Element/Subject Quote Analysis17

Syntax

Thematic Topic/Subject: American dream Chinese culture

“In America I will have a daughter just like me. But over there nobody will say her worth is measured by the loudness of her husband's belch. Over there nobody will look down on her, because I will make her speak only perfect American English.”

Starts with story in italics, repeats at beginning of every part of book. Story from perspective of “mother”•America = superior, freedom for women, no judgments like Chinese culture•Perfect American English = wonderful, much sought after, yet still want daughter to be like her.Better but still similar

19

Narrative: 1st person, introductionCharacter: motherSymbolism: mah jong table

Thematic Topic/Subject: Chinese culture Family

“I am to replace my mother, whose seat at the mah jong table has been empty since she died two months ago. My father thinks she was killed by her own thoughts.”

Speaker (Jing-mei Woo) speaking about mother after death•Killed by her own thoughts: mysterious, story behind it?•Mah jong = strong Chinese character, base of Joy Luck Club, will reoccur

19

Character: mother and friend

Thematic Topic/Subject: Death Chinese culture

“...her friends at the Joy Luck Club said she died just like a rabbit: quickly and with unfinished business left behind.”

Mother compared to a rabbit; what did she leave behind in death?• Friends don’t hesitate to discuss her secrets even if they shouldn’t be revealed What role does a rabbit have in

Chinese culture?



VOCABULARY SECTION II- THE TWENTY-SIX MALIGNANT GATES

Rules of the GamePart I: Using Prior Knowledge and Contextual CluesBelow are the sentences in which the vocabulary words appear in the text. Read the sentence. Useany clues you can find in the sentence combined with your prior knowledge, and write what youthink the bold words mean in the space provided.

1. It was a strategy for winning arguments, respect from others, and eventually, though neither of us knew it at the time, chess games._______________________________________________________________________________________2. It was said that he once cured a woman dying of an ancestral curse that had eluded the best of American doctors.________________________________________________________________________________________3. Inside, the butchers with their bloodstained white smocks deftly gutted the fish while customers cried out their orders and shouted, “Give me your freshest,” to which the butchers always protested, “All are freshest.”________________________________________________________________________________________4. My mother graciously thanked the unknown benefactor, saying, “Too good. Cost too much.”________________________________________________________________________________________5. “Throw sand from the East to distract him.”________________________________________________________________________________________6. I was still some 429 points away from grand-master status, but I was touted as the Great American Hope, a child prodigy and a girl to boot.________________________________________________________________________________________7. I was playing in a large high school auditorium that echoed with phlegmy coughs and the squeaky rubber knobs of chair legs sliding across freshly waxed wooden floors.________________________________________________________________________________________8. He wore a dark, malodorous suit.________________________________________________________________________________________9. My parents made many concessions to allow me to practice.________________________________________________________________________________________Part II: Determining the Meaning -- Match the vocabulary words to their dictionary definitions.1. strategy A. divert2. eluded B. bad-smelling3. deftly C. full of mucus4. benefactor D. skillfully5. distract E. one who gives aid, esp. financial aid6. touted F. escaped the understanding of7. phlegmy G. plan8. malodorous H. compromises9. concessions I. publicly praised

The Voice from the WallPart I: Using Prior Knowledge and Contextual Clues1. And it became so mysterious that I spent all my energies unraveling this door, until the day I was finally able to pry it open with my small fingers, only to immediately fall headlong into the dark chasm.__________________________________________________________________________________________2. My father said they didn’t have rules for dealing with the Chinese wife of a Caucasian citizen.__________________________________________________________________________________________3. In fact, as I watched her, she seemed quite happy, her two brown braids bouncing jauntily in rhythm to her walk.


Duque Name: ______________________________________English II Unit 2 Assessment: Joy Luck Club__________________________________________________________________________________________4. And then she looked at me, in a strange way, as if she were begging me for her life, as if I could pardon her.__________________________________________________________________________________________5. I opened the door cautiously, then swung it wide open with surprise.__________________________________________________________________________________________6. Maybe she had listened through the wall and heard nothing, the stagnant silence of our unhappy house.__________________________________________________________________________________________7. I was stunned.__________________________________________________________________________________________8. I would watch my mother lying in her bed, babbling to herself as she sat on the sofa.__________________________________________________________________________________________Part II: Determining the Meaning -- Match the vocabulary words to their dictionary definitions.

1. chasm A. having a buoyant or self-confident attitude2. Caucasian B. abyss; gorge; steep-sided hole3. jauntily C. motionless4. pardon D. astounded; dazed5. cautiously E. forgive6. stagnant F. light-skinned; often a person of European descent7. stunned G. talking in nonsense8. babbling H. carefully

Half and HalfPart I: Using Prior Knowledge and Contextual Clues1. I think it’s ironic that my mother wants me to fight the divorce.__________________________________________________________________________________________2. Seventeen years ago she was chagrined when I started dating Ted.__________________________________________________________________________________________3. When he pressed me, I told him what his mother had said, verbatim, without comment.__________________________________________________________________________________________4. I preferred to ignore the world around me, obsessing only over what was in front of me: my T-square, my X-acto knife, my blue pencil.__________________________________________________________________________________________5. He asked me to decide on the most trivial matters, as if he were baiting me.__________________________________________________________________________________________6. Her hair, her clothes, they were all heavy with the cold water, but she stood quietly, calm and regal as a mermaid queen who had just arrived out of the sea.__________________________________________________________________________________________7. And she would stand straight as a sentinel, until three times her eyesight failed her and Bing turned into a dark spot of churning seaweed.__________________________________________________________________________________________8. The line became taut and she strained to hold on tight.__________________________________________________________________________________________Part II: Determining the Meaning -- Match the vocabulary words to their dictionary definitions.1. ironic A. of little importance2. chagrined B. royal3. verbatim C. guard4. obsessing D. thinking continually about something5. trivial E. tight6. regal F. distressed; put out; ill at ease


Duque Name: ______________________________________English II Unit 2 Assessment: Joy Luck Club7. sentinel G. word for word8. taut H. contrary to what is expected

Two KindsPart I: Using Prior Knowledge and Contextual Clues1. We didn’t immediately pick the right kind of prodigy.__________________________________________________________________________________________2. I got so bored I started counting the bellows of the foghorns out on the bay while my mother drilled me in other areas.__________________________________________________________________________________________3. She seemed entranced by the music, a little frenzied piano piece with this mesmerizing quality, sort of quick passages and then teasing lilting ones before it returned to the quick playful parts.__________________________________________________________________________________________4. The girl had the sauciness of a Shirley Temple.__________________________________________________________________________________________5. The little Chinese girl sat down also to play an encore of “Anitra’s Dance” by Grieg.__________________________________________________________________________________________6. So I never found a way to ask her why she had hoped for something so large that failurewas inevitable.__________________________________________________________________________________________Part II: Determining the Meaning -- Match the vocabulary words to their dictionary definitions.1. prodigy A. hypnotizing2. bellows B. quality of being impossible to control or repress3. mesmerizing C. exceptional talents or person with exceptional talents4. sauciness D. unavoidable; bound to happen5. encore E. very loud, deep sounds6. inevitable F. additional performance in response to the demandof the audience

QUESTIONS FOR DISCUSSIONSECTION II - THE TWENTY-SIX MALIGNANT GATES

(In “Reading Notes” sections of your notebook; Be sure to record the page number with your response)

These stories address the mothers telling their daughters how to live. The daughters reject theirmothers’ ideas, but what the mothers say comes true. This point is symbolized in the mother whotells the daughter not to ride her bicycle around the corner because she will fall down and cry andnot be heard by her mother. The daughter rejects the mother’s ideas but then she jumps on herbicycle and falls even before she reaches the corner.

Rules of the Game told by Waverly Jong1. What was “the art of invisible strength” that Waverly’s mother taught her?

2. How did Waverly’s mother demonstrate the art of invisible strength?

3. How did Waverly learn to play expert chess?

4. What would Waverly’s mother say when she attended Waverly’s chess exhibition games outdoors?

5. Why did Waverly run away?

6. How did Waverly’s mother treat her when she returned home after running away?



7. What was Waverly’s mother’s view of “rules”?

8. At the end of the story, who is Waverly’s imaginary chess opponent?

The Voice from the Wall told by Lena St. Clair1. What does the dead beggar say when he returns?

2. How did the American immigration authorities categorize Lena’s mother?

3. Why does Lena want to know “the worst possible thing that can happen” to her?

4. Why did Lena start telling lies?

5. What was Lena’s great hope when the family moved out of Oakland?

6. What did Lena hear through the wall of the new apartment?

7. Why did the girl from next door leave her own apartment?

8. How did the girl from next door get out of Lena’s bedroom?

9. What happened later that night after the girl and her mother had argued?

10. What hope did Lena have after watching the girl next door with her mother?

Half and Half told by Rose Hsu Jordan1. What did Rose’s mother used to carry to church services at the First Chinese Baptist Church?

2. What makes Rose sure that her mother knows the Bible is still under a table leg in her kitchen?

3. How did the decision making start and then change in Rose’s marriage?

4. What did Rose find out “faith” was?

5. What was the name of Rose’s mother’s little Chinese book and what was in it?

6. What did Rose and her mother do early on the morning after Rose’s brother drowned?

7. Why did Rose’s mother throw her blue sapphire ring into the water?

8. Why did Rose’s mother throw an inner tube attached to a fishing pole into the water?

9. When Rose took the Bible out from under the table leg, what did she find written in it?

10. Why was Bing’s name written in pencil?

Two Kinds told by Jing-mei Woo1. What made Jing-mei’s mother think that Jing-mei could be a prodigy?


Duque Name: ______________________________________English II Unit 2 Assessment: Joy Luck Club2. What did Jing-mei’s mother lose in China?

3. How did Jing-mei first envision herself as a prodigy?

4. What would perfection have meant for Jing-mei while she was waiting to become a prodigy?

5. Why did Jing-mei’s mother read so many magazines?

6. What happened to all of Jing-mei’s mother’s early efforts to find out what kind of prodigy Jing-mei should be?

7. What was wrong with Jing-mei’s piano teacher and how did his defect affect her playing?

8. What piece did Jing-mei select for the talent show in the church hall?

9. Who was the only person in the church hall who thought Jing-mei’s performance was good?

10. What did Jing-mei realize after she had played both “Pleading Child” and “Perfectly Contented” a few times?



Page/Literary Element/Subject Quote Analysis



VOCABULARY SECTION III-American Translation

Rice HusbandPart I: Using Prior Knowledge and Contextual CluesBelow are the sentences in which the vocabulary words appear in the text. Read the sentence. Useany clues you can find in the sentence combined with your prior knowledge, and write what youthink the bold words mean in the space provided.

1. But now she laments that she never did anything to stop them.__________________________________________________________________________________________2. This would have been a funny incident to remember from my childhood, but it is actually a memory I recall from time to time with a mixture of nausea and remorse.__________________________________________________________________________________________3. Their faces were covered with every kind of misery I could imagine: pits and pustules, cracks and bumps, and fissures that I was sure erupted with the same vehemence as snails writhing in a bed of salt.__________________________________________________________________________________________4. He had just been accepted to Cal State Hayward and was planning to become a podiatrist.__________________________________________________________________________________________5. And later, for several hours after that, I sat hunched on the fire escape landing outside my bedroom, retching back into the ice cream container.__________________________________________________________________________________________6. Harold puts his magazine down, now wearing his open-mouthed exasperated look.__________________________________________________________________________________________Part II: Determining the Meaning -- Match the vocabulary words to their dictionary definitions.1. laments A. intensity2. remorse B. regrets3. vehemence C. at the end of patience; irritated4. podiatrist D. feeling of regret for one’s misdeeds or sins5. retching E. vomiting6. exasperated F. foot doctor

Four DirectionsPart I: Using Prior Knowledge and Contextual Clues1. It was fashionable, yet not radically so.__________________________________________________________________________________________2. “Nothing is wrong with my heart,” she huffed as she kept a disparaging eye on the waiter.__________________________________________________________________________________________3. And so I watched her, seeing her reaction to the changes in my apartment-from the pristine habitat I maintained after the divorce, when all of a sudden I had too much time to keep my life in order-to this present chaos, a home full of life and love.__________________________________________________________________________________________4. I knew at exactly what point their faces would fall when my seemingly simple and childlike strategy would reveal itself as a devastating and irrevocable course.__________________________________________________________________________________________5. Because the sponsors and the benevolent associations would start calling her, asking, shouting, pleading to make me play again__________________________________________________________________________________________

6. He made everyone laugh and his own laugh was deep, sonorous, masculinely sexy.


Duque Name: ______________________________________English II Unit 2 Assessment: Joy Luck Club__________________________________________________________________________________________7. So that with him I was completely naked, and when I was feeling the most vulnerable when the wrong word would have sent me flying out the door forever-he always said exactly the right thing at the right moment.__________________________________________________________________________________________Part II: Determining the Meaning -- Match the vocabulary words to their dictionary definitions.1. radically A. characterized by being or doing good2. disparaging B. in perfect condition3. pristine C. departing from the norm; extremely4. irrevocable D. full, deep or rich in sound5. benevolent E. can’t be changed back6. sonorous F. belittling7. vulnerable G. able to be hurt

Without WoodPart I: Using Prior Knowledge and Contextual Clues1. I had started to inventory the bookshelves when I got a letter from Ted, a note actually, written hurriedly in ballpoint on his prescription notepad.__________________________________________________________________________________________2. And in almost every case, the American version was much better.__________________________________________________________________________________________3. The big oak door that opens into a foyer filled with stained-glass windows.__________________________________________________________________________________________4. And I knew he had done that, not out of any concern for me, but because when he wants something, he gets impatient and irrational about people who make him wait.__________________________________________________________________________________________5. And then without missing a beat, he proceeded to say what he really wanted, which was more despicable than all the terrible things I had imagined.__________________________________________________________________________________________6. Ted was shivering in his sports jacket as he surveyed the damage to the garden.__________________________________________________________________________________________7. Others had anchored on the side of the house.__________________________________________________________________________________________Part II: Determining the Meaning -- Match the vocabulary words to their dictionary definitions.1. inventory A. deserving strong dislike; vile2. version B. looked over3. foyer C. not reasonable4. irrational D. description or account from one point of view5. despicable E. attached; held on to6. surveyed F. take a count of7. anchored G. entrance hall

Best QualityPart I: Using Prior Knowledge and Contextual Clues1. It’s as though we were all sworn to the same secret covenant, so secret we don’t even know what we belong to.__________________________________________________________________________________________2. Two years ago, she had tried to evict them on the pretext that relatives from China were coming to live there.__________________________________________________________________________________________3. But the couple saw through her ruse to get around rent control.__________________________________________________________________________________________


Duque Name: ______________________________________English II Unit 2 Assessment: Joy Luck Club4. Judging by his preamble of snorts and leg slaps, I figured he must have practiced this joke many times: “I tell my daughter, Hey, why be poor? Marry rich!”__________________________________________________________________________________________5. Maybe I’m being paranoid, being a mother, but you just can’t be too safe these days.”__________________________________________________________________________________________6. My father poked at the remnants of his crab.__________________________________________________________________________________________7. I waited for her to chastise me.__________________________________________________________________________________________Part II: Determining the Meaning -- Match the vocabulary words to their dictionary definitions.1. covenant A. introductory occurrence or statement2. evict B. agreement3. ruse C. left-overs4. preamble D. characterized by extreme fear or distrust of others5. paranoid E. to put out, throw out or expel6. remnants F. criticize; punish; reprimand7. chastise G. a crafty strategy or plan

QUESTIONS FOR DISCUSSIONSECTION III- AMERICAN TRANSLATION

(In “Reading Notes” sections of your notebook; Be sure to record the page number with your response)The stories in this section continue the clash between the values of the Chinese mothers and thenew lives embraced by the American daughters. This is symbolized in the mirrored armoire inthe master suite of the daughter’s new condominium. It’s mirrors are at the foot of the bed andwill reflect happiness away from the daughter. The mother placed a gilt-edged mirror on theheadboard of the bed to bring the daughter “peach-blossom luck,” fertility, the grandchildren thatthe grandmother-to-be desires.

Rice Husband told by Lena St. Clair1. What does the saying, “If the lips are gone, the teeth will be cold,” mean?

2. What does Lena’s mother see?

3. What are the three things that Lena’s mother predicted that came true?

4 What does Lena think her mother will see during her visit with her and Harold?

5. What physical aspect of Lena’s house does her mother connect with a feeling?

6. What food does Harold not realize that Lena doesn’t eat?

7. Why does Harold hate it when Lena cries?

8. When Lena says, “I knew it would happen,” what question does her mother ask?

9. Why does the marble end table collapse?

Four Directions told by Waverly Jong1. What did Waverly want to tell her mother at lunch?


Duque Name: ______________________________________English II Unit 2 Assessment: Joy Luck Club2. What did Waverly’s mother do when she found that Waverly had eloped with her first husband?

3. Why did Waverly first stop playing chess as a child?

4. What special thing could Waverly’s mother do to change Waverly’s view of a person?

5. What mistake did Rich make about the wine at the dinner with Waverly’s family?

6. Why was Waverly so anxious that her mother was the queen while she, Waverly, was the pawn?

7. In what way was Waverly confused about where her mother came from?

8. What trip is Waverly contemplating at the end of the story and with whom would she travel?

Without Wood told by Rose Hsu Jordan1. When Rose was little, what did she believe?

2. Why did Rose’s mother say that Rose was “without wood”?

3. Why did Rose stay in bed for three days?

4. Where did Rose tell Ted she was going to live?

5. When Rose says that Ted is hulihudu, what does she mean?

6. What does Rose’s mother plan in Rose’s garden?

Best Quality by Jing-mei Woo1. What is Jing-mei’s “life’s importance” gift from her mother?

2. Why did Jing-mei’s mother not want to keep the crab that had lost a leg?

3. Why did Jing-mei leave the room while the crabs were being steamed?

4. How do Jing-mei and her mother disagree in regard to Waverly Jong?

5. How did Waverly insult Jing-mei professionally?

5. Who got the crab with the missing leg?



VOCABULARY Section IV- Queen Mother of the Western Skies

MagpiesPart I: Using Prior Knowledge and Contextual CluesBelow are the sentences in which the vocabulary words appear in the text. Read the sentence. Useany clues you can find in the sentence combined with your prior knowledge, and write what youthink the bold words mean in the space provided.

1. She told me about narrow streets with crowded bazaars.__________________________________________________________________________________________2. My mother gave quick instructions to our porter, pointed to our two small trunks and handed him money, as if she had done this every day of her life.__________________________________________________________________________________________3. Four posts held up a silk canopy and at each post dangled large silk ties holding back curtains.__________________________________________________________________________________________4. This was a wonderful clock to see, but after I heard it that first hour, then the next, and then always, this clock became an extravagant nuisance.__________________________________________________________________________________________5. She was looking behind at everyone with a simpering smile, as if they were there to honor her.__________________________________________________________________________________________

6. And two delicate slippers with the softest leather soles and two giant pearls on each toe, to light her way to nirvana.__________________________________________________________________________________________


Duque Name: ______________________________________English II Unit 2 Assessment: Joy Luck Club7. He promised to revere her as if she had been First Wife, his only wife.__________________________________________________________________________________________Part II: Determining the Meaning -- Match the vocabulary words to their dictionary definitions.1. bazaars A. roof-like covering2. porter B. place of perfect happiness3. canopy C. treat with respect4. extravagant D. person who carries baggage5. simpering E. beyond necessary; luxurious6. nirvana F. silly or self-conscious7. revere G. street markets

Waiting Between the TreesPart I: Using Prior Knowledge and Contextual Clues1. I wore a smirk on my face.__________________________________________________________________________________________2. “His mother will treat you like a servant” chided one half-sister upon hearing the other’s choice.__________________________________________________________________________________________3. But I was too vain to think any one boy was good enough for me.__________________________________________________________________________________________4. He had long tapered fingers, fat earlobes, and slick hair that rose high to reveal a large forehead.__________________________________________________________________________________________5. Later still, when I overcame my grief and came to have nothing in my heart but loathing despair, my youngest aunt told me of others.__________________________________________________________________________________________6. That I became abandoned goods.__________________________________________________________________________________________7. The black side stands still with cunning hiding its gold between trees, seeing and not being seen, waiting patiently for things to come.__________________________________________________________________________________________Part II: Determining the Meaning -- Match the vocabulary words to their dictionary definitions.1. smirk A. gradually smaller from one end to the other2. chided B. conceited; proud3. vain C. deserted; left4. tapered D. offensively self-satisfied smile5. loathing E. great dislike6. abandoned F. deceitful cleverness7. cunning G. scold mildly to correct or improve

Double FacePart I: Using Prior Knowledge and Contextual Clues1. Then he says something to my daughter that really displeases her: “It’s uncanny how much you two look alike!”__________________________________________________________________________________________2. Our longevity will be adequate, not cut off too soon, not so long we become a burden.__________________________________________________________________________________________3. And next to the word OCCUPATION, I wrote student of theology.__________________________________________________________________________________________4. I saw two pagodas, one on each side of the street, as though they were the entrance to a great Buddha temple.__________________________________________________________________________________________5. It said, “A house is not home when a spouse is not at home.”__________________________________________________________________________________________


Duque Name: ______________________________________English II Unit 2 Assessment: Joy Luck Club6. “What is this word, ‘devious,’” I ask.__________________________________________________________________________________________Part II: Determining the Meaning -- Match the vocabulary words to their dictionary definitions.1. uncanny A. study of religion2. longevity B. wife or husband3. theology C. tall towers erected as a memorial or shrine4. pagodas D. sneaky5. spouse E. mysteriously strange6. devious F. length of life

A Pair of TicketsPart I: Using Prior Knowledge and Contextual Clues1. I don’t know whether it’s the prospect of seeing his aunt or if it’s because he’s back in China, but now he looks like he’s a young boy, so innocent and happy I want to button his sweater and pat his head.__________________________________________________________________________________________2. One minute she was talking to my father, complaining about the tenants upstairs, scheming how to evict them under the pretense that relatives from China were moving in.__________________________________________________________________________________________3. And so they couldn’t help but think of some miracle, some possible way of reviving her from the dead, so my mother could fulfill her dream.__________________________________________________________________________________________4. “Oh, that must be Mama, no?” one of my sisters would whisper excitedly, pointing to another small woman completely engulfed in a tower of presents.__________________________________________________________________________________________5. I see platforms crowded with people wearing drab Western clothes, with spots of bright colors: little children wearing pink and yellow, red and peach.__________________________________________________________________________________________6. The Meis would come out of their cave every few days and forage for food supplies left on the road, and sometimes they would see something that they both agreed was a tragedy to leave behind.__________________________________________________________________________________________Part II: Determining the Meaning -- Match the vocabulary words to their dictionary definitions.1. prospect A. dull2. scheming B. bringing back to life3. reviving C. something expected4. engulfed D. make a thorough search for5. drab E. surrounded by something almost to the point of being lost in it6. forage F. plotting to achieve an evil or illegal end

QUESTIONS FOR DISCUSSIONSECTION IV: QUEEN MOTHER OF THE WESTERN SKIES

(In “Reading Notes” sections of your notebook; Be sure to record the page number with your response)This series of stories represent the Chinese mothers trying to pass along the message that thedaughters should lose their innocence but not their hope. This is symbolized by the womanteasing her baby granddaughter and remembering how she went from freedom and innocence andlaughter to learning to protect herself. She taught her daughter to protect herself by shedding herown innocence. Now, seeing the laughing baby, the grandmother wonders if her daughter canlearn through the child to keep her hope and to laugh forever.


Duque Name: ______________________________________English II Unit 2 Assessment: Joy Luck ClubMagpies told by An-mei Hsu1. In what way does An-mei say that all people born girls are alike?

2. What did it mean to An-mei to be raised “the Chinese way”?

3. How did An-mei’s mother dishonor her widowhood?

4. What did the turtle in the pond do to An-mei’s tears?

5. What happened to the eggs that poured out of the turtle’s beak?

6. What emotion described the magpies?

7. What did the story of the turtles and the magpies teach An-mei’s mother to do?

8. How did An-mei learn not to listen to something meaningless calling to her?

9. Why did An-mei’s mother send An-mei out of their bedroom at night?

10. Why did An-mei’s mother become Wu Tsing’s concubine?

11. How did An-mei’s mother die?

12. What promise did Wu Tsing make to An-mei’s mother after she died?

13. What does An-mei say that her daughter’s psychiatrist is?

14. How did the tired Chinese peasants get rid of the birds that were drinking their tears and eating their seeds?

Waiting Between the Trees told by Ying-ying St. Clair1. How has Lena St. Clair unknowingly insulted her mother by giving her the guest bedroom in her home?

2. What did Lena do when she was born?

3. When Ying-ying was a young girl in Wushi, she was lihai. What does that mean?

4. When did Ying-ying begin to know things before they happened?

5. What sign happened to convince Ying-ying that she would marry the man who was a guest at her house?

6. Why did Ying-ying’s husband leave her?

7. What is the difference between what Lena sees in her mother and what her mother really is?

8. Why, according to Ying-ying, is the tiger gold and black?

9. Why does Ying-ying abort her first child?

10. What did Ying-ying do for ten years at the country home of her cousin’s family?


Duque Name: ______________________________________English II Unit 2 Assessment: Joy Luck Club11. What did Ying-ying give up when she married St. Clair?

12. At the end of the story, what does Ying-ying want to do for her daughter?

Double Face told by Lindo Jong1. Why does Waverly Jong want to go to China?

2. Why does Waverly especially want to be Chinese?

3. Why could Lindo’s children not have American circumstances and Chinese character?

4. Who first taught Lindo about America?

5. What kind of job did Lindo get in the cookie factory?

6. What was the fortune inside the cookie that Lindo gave to Tin?

7. Why does Waverly like the fact that she and her mother havhave crooked noses?

8. At the end of the story, what is Lindo wondering about?

A Pair of Tickets told by Jing-mei Woo1. Why does Jing-mei feel different as her train leaves the Hong Kong border and enters Shenzhen, China?

2. Where is Jing-mei meeting her two half-sisters?

3. How did the half-sisters learn that their mother was dead?

4. How did Jing-mei learn the details of what happened to her half-sisters?

5. Why did Jing-mei’s mother actually leave the babies?

6. Who found the babies?

7. What are the two different Chinese meanings of Suyuan, Jing-mei’s mother’s name?

7. What are the meanings of Jing-mei’s name?



WORD SEARCH - The Joy Luck Club

All the words in this list are associated with The Joy Luck Club. The words are placed backwards, forward, diagonally, up and down. The included words are listed below the word search.

O B R I G H T N E S S R E V O T F E L H P P C H I N A U T C O U R G R T C L I N O K I S N W N C R L U O Y E G I G D F B P S W U N M L B X T P H E U R P G N E W C K A W M A G N I R L S L B A U R A S B O R V N I N R G E B U E O E Y N A C A W L H E R F Z E T M N L T M N N B V H V S D H R D Y R G B I C X E A N D A E I E D N D L O N R A I E O Y Y O O O R L L R W G U Y P F X B N M O T O O Z U C U D S F C O Y G B O F G C K M W D G B R C T R W C H U N G O U Y T I L A U Q L D K U I W Y C O I U Z A R C E S V V Y E A Y O C T Q R O N A I P T H S U C O T A T S H H Y V N D V G H E A V E N J O K I N D S X W

ARNOLD COOKIE LENA RICH TIGERART CRAB LUCKY RING TREESBIBLE DOUBLE MAN RULES TURTLEBING FOUND MEIMEI SHOU TYANYUBOAT FOUR MOLE SHOUT WAVERLYBRIGHTNESS GLASS MOON SOUP WOODCANDLE GRAVE NINGPO STCLAIR WUSHICHANG HEAVEN OPIUM SUN SANFRANCISCOCHILD HSU PIANO SUYUANCHINA JOY POPO TANCHOU KINDS QUALITY TAOCHONG LIFESAVERS RED TEDCOLD LEFTOVERS RICE



CROSSWORD - The Joy Luck Club

1 2 3 4 5

6 7

8 9 10 11 12

13

14 15 16 17 18

19 20 21 22 23 24

25

26 27 28 29 30

31

32 33 34 35

36 37

38

39 40

41 42 43 44

45

46

47 48

49

50 51



CROSSWORD PUZZLE CLUES - Joy Luck Club

ACROSS DOWN1. The women hoped to be __ and 1. Meaning of 'yu' in Tyan-yu's namethat was their only joy. 2. Original setting for JLC3. Waverly's family called her meetingsthis 3. Moon Lady became one4. Having no respect for 5. An-mei ___; Rose ___ Jordanancestors or family 6. ____ Lady6. Proof of the rotting marriage 7. Rose's sister8. Color of the candle 9. Necklace made of red jade9. It was supposed to be lit at 10. They took the place of theboth ends and kept burning all white knight and black pawnnight. 11. Rose's husband11. Lindo's husband via the 12. An-mei's personal maid; __matchmaker Chang14. ___ Face 13. Moon Lady's husband ives there15. Lindo taught Waverly the ___ 16. This society gave Waverly herof invisible strength 2nd chess set17. Ying-ying's wish was to be ___ 18. The Twenty-six Malignant _____19. ___ of the Game 19. Rose's mother threw her blue20. Where An-mei's family lived in sapphire one into the waterChina 21. An-mei's name for her22. Lindo Jong's daughter grandmother25. Waverly's neighbor who played 22. Without ____chess with her 23. He actually got the chess set26. It burned An-mei the night her for Christmasmother returned 24. ___ Husband29. Waverly's game 27. Substance First Wife used31. ___ Luck Club 28. Instrument Jing-mei played32. Huang ___: Tyan-yu's mother 30. Jing-mei goes there to find33. One with a lost leg on Chinese her sistersNew Year is a bad sign 31. Jing-mei's American name35. Ying-ying fell off the __ and 32. Lindo's villagegot separated from her family 34. Festival of Pure ___38. Ying-ying's daughter 35. Ying-ying got it on her clothes39. Lena's mother's Chinese sign 36. ____ From the Wall41. Piano teacher 37. Rose defines it as an illusion43. He drowned that one is somehow in control.45. If the lips are gone, the 38. Waverly's motherteeth will be ___. 39. Author Amy47. Jong family hill: Three Steps 40. Mr. Shieldsto ___ 42. For An-mei to say her mother's48. On the third day after her name was to spit on her father’s ___mother died, An-mei learned to 43. It is under the table leg indo this the kitchen.49. Matchmaker suggested Lindo 44. The beads of An-mei's necklacetake off all her ___ to be from Second Wife were made of thisbetter balanced 46. Directions50. Two ____51. Waiting Between the _____



Developing a Thesis

1. Determine the passage’s strongest topic in relation to cultural perspective:

__________________________________________________________________________________________________

2. Determine if the author is saying something positive or negative about the determined topic:

Positive Negative

3. Determine the message or lesson the author is trying to convey about the topic:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

4. Does your statement pass the checklist? If not, revise below until it does.

Criteria Guiding Questions Yes or NoTheme is easy to understand. Does the statement make sense?

Is the sentence grammatically correct?Theme is not stated as an order. Is the statement commanding people to do or

believe something?Theme is not cliché. Is the statement cliché (an overused idea that

has lost its real meaning over time?Theme is not restricted to the characters themselves.

Is the statement universal (can it apply to all people everywhere)?

Theme is not stated as an absolute. Is the statement stereotypical or creating a generalization?

Drafting and Revising Space



Generic Thesis Statement Sentence Stem

In the (Insert Genre), (Insert Title), (Insert Author’s Full Name) uses (Insert Craft and Structure

Tool/s) in order to develop the theme that (Insert Theme Statement).

Final Thematic Thesis: _______________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Writer’s Notebook

Teacher’s Approval: __________

Date: ________________

43


Steps to Crafting Assertions

1. Build a question from your thesis. 2. Restate the question.3. Add your original answer to the question.4. Add a short and concise reason as to why your answer is correct.5. Does your assertion pass the checklist? If not, revise it below until it does.

Does your assertion pass the checklist?Based solely on the assertion… Yes or No

Could the reader guess what the prompt or task was?Could the reader know what your answer to the question or task is?Could the reader understand why your answer is correct?Could another student give a different answer to the prompt or task?^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^

Paragraph 1: 1. Build a question from your thesis.

2. Restate the question.

3. Add your original answer to the question.

4. Add a short and concise reason as to why your answer is correct.

5. Does your assertion pass the checklist? If not, revise it below until it does. Based solely on the assertion… Yes or No

Could the reader guess what the prompt or task was?Could the reader know what your answer to the question or task is?Could the reader understand why your answer is correct?Could another student give a different answer to the prompt or task?

Assertion 1: _______________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^









Assertion 2: _______________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^







Assertion 3: _______________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Writer’s Notebook


Date: ________________

45


Selecting Relevant Evidence and Creating Compelling Commentary

Steps for Citing Textual Evidence:1. Determine the central idea or theme of the passage. 2. Identify all evidence that supports that central idea or theme.3. Evaluate the selected evidence for validity and relevance to the central idea or claim.

Steps for Creating Commentary:1. Determine whether or not the evidence needs to be interpreted using the checklist. 2. All commentary needs to EXPLAIN how the evidence proves the assertion. 3. Check the commentary by seeing if it could stand alone with the assertion if the evidence were removed.

Thesis:

Assertion 1:

Evidence Type of Evidence Interpretation Necessary?

Can it stand alone?

Commentary

Is it figurative language or imagery?

Is it Shakespearean or Old English Language?

Is a complex idea that requires an interpretation?




Assertion 2:


Can it stand alone?

Commentary









Assertion 3:


Can it stand alone?

Commentary







Writer’s Notebook


Date: ________________

47


Outline Format/Rough Draft Directions: You will complete this outline as you complete each lesson and develop finished products. You should use

this space to write in full sentences so that you can just type it to submit your first draft. IntroductionHook

Transition (Relevant Information)

Thesis

Body Paragraph 1 (Character)Assertion

Evidence (cite with page numbers) TLQ

Commentary (Interpret)

Commentary (Explain)


Commentary (interpret)

Commentary (Explain)Writer’s Notebook 48


Restatement

Body Paragraph 2 (Conflict)Assertion







Restatement

Body Paragraph 3 (Setting)Assertion

Evidence (cite with page numbers) TLQWriter’s Notebook 49







Restatement

ConclusionRevisit Thesis

Universal Connection: Why should any of this matter?


mskipker.weebly.commskipker.weebly.com/.../2/5/1/22518144/joy_luck_club_… · web viewgascoigne...

Documents