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Chinese Cinderella Adeline Yen Mah Group reading Year 8Objectives: R4 Versatile reading, R5 Trace developments, R10 Development of key ideas, R12 Independent reading, S&L3 Formal presentationLesson Reading strategy

focusStarter/Introduction (15 minutes)

Development(35 minutes)

Plenary (10 minutes)

Homework Resources

1 *Predict*Pass comments

Introduction to guided reading/key objectives/establishing ground rules/allocating texts and reading ‘tasters’

Reading strategies: see startersGroup reading: chapters 1 and 2 – group card CC1

Reflect on reading strategies and which used already

Read chapter 3

Strategy check-card

2 *Ask questions*Speculate*Relate to prior reading

Openings, setting and mood, narrative hooks

Group reading: chapter 4Group activity: narrative hooks – group card CC2

What makes an effective narrative hook?

Read chapters 5 & 6

Prompts sheets Narrative hooks

3 *Inference and deduction*Visualise*Empathise

Character, inference and deduction

Group reading: chapters 7–8Group activity: explicit/inferred development of character – group card CC3Teacher with guided group – guided card CC1

Each group member shares one example of inference

Sugar paper Pens

4 *Reread*Relate to time and place*Interpret patterns

Structure, mind-mapping, seeing patterns

Group reading: chapter 9Group activity: mind-mapping of plot and links between characters – group card CC4

Two pupils to give feedback on which reading strategies helped them most this lesson

Read chapter 10

Sugar paperPens

5 *Summarise*Interpret patterns

Identifying and tracking themes

Group reading: chapter 11Group activity: identifying theme – group card CC5

Refer to CC5 Read chapters 12 & 13

Mind-maps from lesson 4

6 *Interpret patterns*Ask questions*Establish relationship with author

Author’s viewpoint and intentions

Group reading: chapter 14Group activity: in pairs – author interrogation (one person is the author and is hot-seated) – group card CC6

Select one group to demonstrate. What new insights has this given into the book?

Read chapter 15

HighlightersPhotocopies as necessaryAuthorial voice sheet

7 *Hear a voice*Interpret patterns*Ask questions

Authorial voice. How is author ‘heard’ in novel?

Group reading: chapter 16Group activity: find examples of author’s voice – group card CC7Teacher with guided group – guided card CC2

Refer to CC7 Extract from Falling Leaves – Lydia’s account

8 *Interpret patterns*Ask questions

Narrative style at word, sentence and text level

Group reading: chapters 17–18Group activity: groups choose one plot event and explore how the language features work within this – group card CC8

One group to feed back

Read chapters 19 & 20

HighlightersPhotocopies as necessary

9 *Reread/reinterpret*Summarise*Pass judgements

Ending and how it links back to the beginning

Group reading: chapters 21–22Group activity: endings and resolutions – group card CC9

Each group: what makes an effective ending?

Sugar paperPens

10 Preparation of oral presentations Homework: Preparation/rehearsal11 Group presentations: 10 minutes per text

Key Stage 3 NATE © Crown copyright 2003 Group reading at Key Stage 3National Strategy

Chinese Cinderella Adeline Yen MahLesson 1 Group card CC1

Objectives: R4 Versatile reading

R5 Trace developments

Resources: Strategy check-card

As a whole group we have: established the ground rules for group and guided reading; looked at effective strategies for reading (starter activity and Strategy check-card).

Now you are going to: read the introductory chapter to the novel.

Group readingIndependently read chapters 1 and 2.

Group task:

1. In groups of three discuss how you think the author ‘hooks’ or interests the reader, making them want to read on.

2. Share your findings with the whole group.

HomeworkRead chapter 3.



Objectives: R4 Versatile readingR5 Trace developments

Resources: Prompts sheet, Strategy check-card, Narrative hooks sheet

As a whole group we have: revised the range of reading strategies you have available to you; explored narrative hooks.

Now you are going to: decide whether chapters 1–3 are effective as an opening.

Whilst you are reading: think about the strategies you are using (look at the Strategy check-card); think about the evidence you may use to support your ideas.

Group reading Read chapter 4 together.

Group task

1. Divide yourselves into two groups of three: Group A and Group B.

2. Read your task below and then remind yourself of chapters 1, 2 and 3 of Chinese Cinderella.

Group A – Using the guide to guided reading prompt sheet, what have you discovered about the main character in your book? Prepare to share your findings with Group B.

Group B – Using the narrative hooks prompt sheet, which narrative hooks has the writer used to entice the reader? Prepare to share your findings with Group A.

3. Share your findings with the whole group, using supporting evidence. Is this an effective opening to Chinese Cinderella?

4. Look again at chapter 4 (the bound feet, Nai Nai’s funeral). Now answer the questions below.

i. How strong is the sense of place and culture in the chapters that you have read so far?

ii. How important are these customs to Adeline’s family?

iii. Is Adeline’s world different again to that of her grandparents? What has changed and what has stayed the same?

iv. Can you think of differences between your generation and that of your grandparents?

HomeworkRead chapters 5 and 6 before the next lesson.




Resources: Sugar paper, pens

As a whole group we have: revised the range of reading strategies you have available to you; explored narrative hooks.

Now you are going to: explore how the characters are developing.


Group readingRead chapters 7 and 8 together.

Group task

1. One person should recount what has happened in Chinese Cinderella so far.

Group A – focus on Adeline’s character. Discuss what you have learned about Adeline’s character so far, supporting your ideas with evidence from the text.

Group B – focus on Niang’s character. Discuss what you have learned about Niang’s character so far, supporting your ideas with evidence from the text.

Share your findings with the whole group, using supporting evidence. How do you think the sense of place adds to their characters?

3. On a piece of sugar paper, draw two columns and write the headings ‘Explicit’ and ‘Implicit’. Focus on Niang’s character and her relationship with Adeline and Adeline’s father. What do we learn that is explicit (i.e. we are told openly) and what is implied about her? Write your responses in the two columns.

Explore the differences between Adeline and Niang. How do you think their relationship will develop?

4. Be prepared to display and present your ideas in the plenary.





As a whole group we have: revised the range of reading strategies you have available to you; explored narrative hooks; explored the developing relationships between character and place.

Now you are going to: explore the characterisation in more depth.


Group readingRead chapter 9 together.

Group task

1. One person should recount what has happened so far. As they listen, the rest of the group should mind-map the plot, using an appropriate graphic organiser, e.g. for chronology.

2. Each of you take on the role of one of the characters in the book (Adeline, Niang, Aunt Ba Ba, Ye Ye, Adeline’s father, Big Sister).

Think of two or three questions that you would like to ask of the other characters.

3. Interview each character in turn (no more than two minutes per character).

4. As a group, establish what the relationships are like between the characters and capture them on a large sheet of paper using an appropriate visual format and key words only (e.g. spider diagram, mind-map).

5. What does your group think Chinese Cinderella is about? Agree your ideas in three or four bullet points. Be prepared to give feedback in the plenary.

Homework Read chapter 10 by the next lesson.




Resources: Mind-maps from lesson 4

As a whole group we have: revised the range of reading strategies you have available to you; explored narrative hooks; explored the developing relationships between character and place; begun to explore themes and how the characters contribute towards them.

Now you are going to: continue to trace developments, including themes.


Group task

1. Revisit the mind-map of the plot that you did in the previous lesson. From your reading today, add any developments in the plot.

2. In chapter 11, Adeline is provided with a pet to love. In pairs, list the number of ways in which Adeline shows her love for PLT.

Now look at the ways in which Adeline presents PLT as being almost human, suggesting that it loves Adeline back.

3. Reread pages 99–102. Focusing on word and sentence level features, explore how the writer uses language to create sympathy and pity for herself and for PLT.

Why do you think Adeline’s father chooses to test Jackie’s obedience in such a brutal way?

At what times does Adeline’s father notice her? How does this contribute to our opinion of his character?

4. Pool your ideas and be prepared to share them in the plenary.

Homework Read chapters 12 and 13 before next lesson.




Resources: Highlighters, photocopies as necessary, Authorial voice sheet

As a whole group we have: revised the range of reading strategies you have available to you; explored narrative hooks; explored the developing relationships between character and place; explored themes and how the characters contribute towards them.

Now you are going to: explore the role of the author.


Group taskMany of the characters have a voice in a story and give their point of view. However, these are not the only voices in the story. Readers are often given a strong impression of the author, the teller of the tale, and this can influence your experience of the story.

1. In pairs, write down three questions that you would like to ask Adeline Yen Mah about Chinese Cinderella and her ideas in the book.

One member of the group should take on the role of the author and be interviewed.

2. The author can manipulate the way she wants the reader to respond. Reread the extract in chapter 14 that begins with ‘A crowd of...’ (p.127) and ends with ‘I’ll never forget your loyalty’ (p.130).

How do Adeline’s feelings about school contrast with her feelings about her home? How does this heighten her misery at home?

In pairs discuss the methods that the author uses here to evoke our sympathy. You may need to note down your ideas, or text-mark a photocopy of the extract.

3. As a group write a paragraph, based on the work that you have just done, that explains how the author also has a voice in the story. You may wish to refer to the narrative/authorial voice prompt sheet.

Be prepared to share your paragraph in the plenary.

HomeworkRead chapter 15 by the next lesson.




Resources: Extract from Falling Leaves by Adeline Yen Mah (Lydia’s account)

As a whole group we have: revised the range of reading strategies you have available to you; explored narrative hooks, character, setting and mood; explored the developing relationships between character and place; explored themes and how the characters contribute towards them.

Now you are going to: think about the author’s voice and narrative voice.

Group reading Read chapter 16 together.

Group task

1. Revisit the mind-map of the plot that you did in lesson 5. From your reading today add any developments in the plot.

2. Divide yourselves into two groups. Group A focus on Aunt Reine’s treatment of Adeline. Group B focus on Niang’s treatment of Adeline, once she returns.

What might life have been like for Adeline had she not been collected by Aunt Reine? Do you think her parents were aware of her possible fate? Chapter 16 strongly shows the contrast between the way Aunt Reine and Niang treat Adeline.

How does the author convey the difference of feeling in these two events?

Focus on word, sentence and text level features.

3. Share your findings.

4. This is an autobiography. How different could Chinese Cinderella have been if a biographer or another member of her family had written about Adeline’s life?

Read the extract from Falling Leaves – Lydia’s account. Underline key words that tell us how Lydia is feeling. Does this:

i. make you think differently about Adeline’s sister and her relationship with her parents?

ii. change your perception of Adeline and her autobiography?




Resources: Highlighters, photocopies as necessary

As a whole group we have: revised the range of reading strategies you have available to you; explored narrative hooks, character, setting and mood, relationships between character

and place, emerging themes, the difference between authorial voice and narrative voice.

Now are going to: look at narrative style.

Group readingRead chapters 17 and 18 together.

Group task

1. Revisit the mind-map of the plot that you did in the previous lesson. From your reading today, add any developments in the plot.

2. How does the author build up Adeline’s sense of isolation in chapters 17 and 18? Brainstorm the features at word, sentence and text level which help you to answer this question.

3. One group of three should be the author and answer questions on how you have built Adeline’s sense of isolation in this part of the story. Questions for the other group of three to ask include:

i. how the reader’s responses are played with;ii. the characters and their roles;iii. the pace and how it is controlled by the author;iv. the use of description (including senses) and dialogue.

Homework Read chapters 19 and 20 before the next lesson.



Objectives: R4 Versatile readingR10 Development of key ideas


As a whole group we have: revised the range of reading strategies you have available to you; explored narrative hooks, character, setting and mood, relationships between character

and place, emerging themes, narrative style, the difference between authorial and narrative voice.

Now you are going to: look at the resolution.


Group reading

1. One person should recount what has happened so far. In your group, note down four or five questions that you hope will be answered by the ending of Chinese Cinderella.

2. Read chapters 21–22 together.

Group task

1. ‘The Story of Ye Xian: the original Chinese Cinderella’ is told in a letter to Adeline from Aunt Baba. On one large sheet of paper, mind-map how the two stories fit together. Draw as many links as you can. What do you think is the lynchpin that connects the two stories?

2. Discuss:

i. How is Adeline a Chinese Cinderella?ii. Education and freedom are qualities of key importance to Adeline. How important

are these two qualities to each other, for example, can you have freedom without education?

3. Be prepared to display and present your ideas in the plenary.


Chinese Cinderella Adeline Yen MahLesson 3 Guided card CC1Teaching objective(s): R4 Versatile reading

R5 Trace developments

Resources:Strategy check-card

Text focus: Chinese Cinderella – Adeline Yen MahCharacter – inference and deductionChapters 7 and 8

Teaching sequenceIntroduction to text:

Strategy check:

Group reading and related task:

Return to text – developing response:

Review (reading target and next steps):

Teacher clarifies the objectives which are to identify characters’ intentions through inference and deduction. Joint recap of story so far.

Distribute Strategy check-card. Model the use of inference from a passage in the book and check pupils’ understanding of the strategies of inference and deduction.

Read chapters 7 and 8 together. The group should then divide into two: Group A to focus on Adeline’s character and Group B on Niang’s character.

Model an example of supporting an idea about a character with textual evidence. Ask both groups to jot down what they have learned about their respective characters, supporting their ideas with evidence from the text. Share findings with each other.

Ask pupils: ‘In what ways does Adeline show especial courage in standing up to Niang in these two chapters?’Reread pages 51 and 52. What tactics does Niang use to try to control the children, Aunt Baba and Ye Ye?

Lead the discussion initially and model point/evidence/explanation process for the first example.

To develop pupils’ responses at a deeper level, lead the group in an exploration of what is meant by the terms ‘implicit’ and ‘explicit’.

How much of the information that they have discovered is implied or inferred and how much of it is explicit? Make sure that pupils anchor their responses in the text.

How subjective is the portrayal of Niang in these chapters? How might Niang describe herself if she was given the chance?

Recap on the strategies pupils have used, such as inference and deduction, and which they feel they have developed in this lesson.

Evaluation:


Chinese Cinderella Adeline Yen MahLesson 7 Guided card CC2Teaching objective(s): R4 Versatile reading

R5 Trace developmentsResources:Strategy check-card Extract from Falling Leaves

Text focus: Chinese Cinderella – Adeline Yen Mah. Chapter 16 – authorial voice, inference and deduction.

Teaching sequenceIntroduction to text:

Strategy check:

Group reading and related task:

Return to text – developing response:

Review (reading target and next steps):

Teacher clarifies the objectives. Recap of story so far – revisit mind-map of plot and add developments.

Distribute Strategy check-cards. Check pupils’ understanding of strategies and discuss expectations for developing active reading skills.

Read chapter 16. Lead a discussion on how this chapter links with chapter 15. What disturbing events do these chapters describe? In what way are these events pivotal for Adeline? The events and characters in any autobiography are seen through the eyes of the author. The author, who subjectively chooses what to include and what to leave out, creates the events and characters for us. Lead a discussion:

Do you think we can be given honest portrayals in an autobiography?

Can the author manipulate us to have us see things, as they would wish?

Might the other characters in the book see themselves, or their actions, differently?

Ask pupils to read the extract from Falling Leaves – Lydia’s account and discuss their responses again to the questions above in the light of what they have just read.

In order to develop and deepen their response, ask pupils to consider the author’s voice and how she unveils her emotions to the reader. Chinese Cinderella is a series of small windows into how Adeline was feeling at the time and how particular events affected her and marked her for life. Her voice comes through vividly in her writing. Ask pupils to focus on word, sentence and text level features, anchoring their responses in the text, and exploring how she brings each scene to life. Lead the discussion initially and model annotation of the first few lines, taking comments and directing pupils to analyse at word and sentence levels. Thereafter, act as a prompt but allow pupils to lead the discussion. Focus on pages 152 and 153.

How does the author use description to convey her feelings to us at this point?

How effectively has she conveyed her feelings? Has she been successful in allowing her voice to be heard? Set against a life of emotional deprivation and loneliness, how

does this scene become even more moving?

Recap on which strategies pupils have used and which they feel they have developed in this lesson.

Evaluation:


Extract from Falling Leaves by Adeline Yen MahLesson 7

When I was seventeen Father called me to their bedroom to have a long talk with me. They tol me to go in front of the mirror and look at myself. When I did not understand what they meant (because I looked every day at the mirror and did not find anything unusual), they asked me to look closely at my left hand, which was deformed due to Erb’s palsy and which I had thought was not my fault.

Father said, ‘You are now reaching the age of marriage and we have found a good man for you. It is really for your own benefit for the future, because now is a good chance, and if you do not get married when you are still young, you will certainly be another spinster in the family and we will not let such a thing happen. And this is final.’

Their words were like a thunderbolt to me and I felt terrified, miserable and at a loss as to what to do or think. For I had never even thought of marriage at seventeen. Instead, I admired some of my classmates who were going for further studies abroad. I could do well because my English was good. Nobody ever told me anything about sex or love. But I was to do what I was told or else I would be sent to a convent to become a nun for the rest of my life. I can still remember Niang’s cold voice in my ears: ‘I’m not going to keep another old maid in my house! What do you expect? We’ll certainly send you behind closed doors in a convent if you do not act as you’re told. And we’ll be good to you if you obey!’ This made me realize that I was really surplus and unwanted. When I looked in the mirror I saw that I was truly not very good-looking with a handicapped hand. Though I was then unaware that every child has rights which include that of education and the choice of her own spouse, still I had a strong impulse to rebel against their selfish tyranny. I went to Ye Ye and Aunt Baba for help. They told me they could do nothing because first of all I was Father’s child and secondly they themselves were dependent on Father for a living.

At the age of seventeen, I was naïve and puerile and trusted Father entirely, thinking that his decisions must be best for my future. Only later when he sent all my brothers to England to study did I realize that I had been a fool. I felt so wretched and depressed for having submitted to their mean plot of shifting their burden to someone else. I hated them for discriminating against me when all the time I had trusted Father completely. Looking back, I think Father had the feudal idea of male supremacy.


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