Two Kinds. Lesson - Anthology
Two Kinds. Lesson - Anthology
Grade:7
Unit 1
Title: Two Kinds from the Joy Luck Club
Suggested Time:
Common Core ELA Standards: RL.7.1, RL.7.2, RL.7.3, RL.7.4, RL.7.10, W.7.1, W.7.4, W.7.9,
SL.7.1, L.7.1, L.7.2
Teacher Instructions
Preparing for Teaching
1. Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students.
This is a description for teachers about the big ideas and key understanding that students should take
away after completing this task.
Big Ideas and Key Understandings
Two Kinds addresses the question almost everyone has while growing up; Who am I? This quest for
self-identity is often discovered through struggles for independence.
Synopsis
This is a story of an American-born Chinese daughter, her immigrant mother and their very different
beliefs and hopes. The daughter struggles to conform to, and then break free of the American
Dream expectations of her demanding mother by clinging to her right to be herself, even in the
face of failing and disappointing, shaming and hurting her parents. Years later, the daughter finally
accepts herself the way she is despite her mothers efforts to push her beyond her abilities, or at
least beyond her wishes.
2. Read the entire selection, keeping in mind the Big Ideas and Key Understandings.
Grade:7
3. Re-read the text while noting the stopping points for the Text Dependent Questions and teaching Tier
II/academic vocabulary.
During Teaching
1. Students read the entire selection independently.
2. Teacher reads the text aloud while students follow along or students take turns reading aloud to each
other. Depending on the text length and student need, the teacher may choose to read the full text or a
passage aloud. For a particularly complex text, the teacher may choose to reverse the order of steps 1
and 2.
3. Students and teacher re-read the text while stopping to respond to and discuss the questions,
continually returning to the text. A variety of methods can be used to structure the reading and
discussion (i.e., whole class discussion, think-pair-share, independent written response, group work,
etc.)
Evidence-based Answers
Because Jing-meis mother believed you could be
anything you wanted to be in America, she had high
expectations of her daughter. The mother believed you
could open a restaurant, work for the government, become
rich or instantly famous. She felt her daughter could be a
prodigy. When Jing-mei was 9 years old, her mother told
her you can be best anything.
Jing-meis mother is a strong character, full of hope and
longing for a better life in America. When Jing-mei says
that America was where all my mothers hopes lay, she is
referring to her mothers wish for a new start. After the
mother lost everything in China before immigrating to
America, her mother and father, her family home, her first
Grade:7
Jing-mei found out that her piano teacher was deaf and his
eyes were too slow to keep up with the wrong notes.
Grade:7
(pg. 22)
Grade:7
Grade:7
Grade:7
Page
Page
Page
Page
Page
Page
Page
Page
18
21
22
23
24
25
26
27
reproach, indignity
- sake
conduct, scale, reverie, preludes
conspired, piece
anchored, quivering
vaguely, heaving
snapped
- richer
Page
Page
Page
Page
Page
Page
Page
Page
Page
Page
19
20
24
25
26
27
- bellows
frenzied, reams
- bewitched
- honorable mention
brittle, sense
- sentimental
18
19
23
25
emerged, sulk,
propped
fiasco, dawdled, snotty, squared
- gawkers
Grade:7
Prompt
Two Kinds from the Joy Luck Club is about coming of age and finding ones identity. Jing-meis
mother and Jing-mei had different views on what was best for Jing-meis education and studies to help
Jing-mei come of age and find her identity. Based on your understanding of the selection, do you agree
with Jing-meis sentiments or her mothers choices for Jing-mei? Write a clear and concise argument
supporting one characters point of view. Who has more valid reasoningthe mother or the daughter?
Use the Evidence Chart below to help you organize your support, which must be based primarily on the
text. Be sure to include page numbers.
Teacher Instructions
1. Students identify their writing task from the prompt provided.
2. Students complete an evidence chart as a pre-writing activity. Teachers should remind students to
use any relevant notes they compiled while reading and answering the text-dependent questions.
Page
numb
er
17
17-18
18
20
21
Grade:7
26
27
Grade:7
3. Once students have completed the evidence chart, they should look back at the writing prompt in
order to remind themselves what kind of response they are writing (i.e. expository, analytical,
argumentative) and think about the evidence they found. (Depending on the grade level, teachers
may want to review students evidence charts in some way to ensure accuracy.) From here,
students should develop a specific thesis statement. This could be done independently, with a
partner, small group, or the entire class. Consider directing students to the following sites to learn
more about thesis statements: http://owl.english.purdue.edu/owl/resource/545/01/ OR
http://www.indiana.edu/~wts/pamphlets/ thesis_statement.shtml.
4. Students compose a rough draft. With regard to grade level and student ability, teachers should
decide how much scaffolding they will provide during this process (i.e. modeling, showing
especially in America. People from all over the world come here for that same reason. She believes firmly
in the American Dream, since she has survived her own Chinese nightmare: My mother believed you
could be anything you wanted to be in AmericaAmerica was where all my mothers hopes lay. She had
come here in 1949 after losing everything in China: her mother and father, her family home, her first
husband, and two daughters, twin baby girlsThere were many ways for things to get better. (p. 17) Jingmeis mother is very strict and demanding, but only because of the heartache that she has experienced;
she doesnt want her daughter to ever suffer through anything like that.
As a housekeeper, Jing-meis mother is exposed to items that her employers use for their own
amusement or relaxation, like the magazines from which she was giving her daughter the trivia quizzes.
Jing-mei did not like these tests at all. She says, I hated the tests, the raised hopes and failed
expectations. (p. 19) But perhaps her mother was just thinking that the material would help put Jing-mei
on a path to becoming wealthy and successful herself. The Ed Sullivan Show and Shirley Temple movies
Grade:7
are another example of the symbol of success that the mother wants for her daughter in this country. She
even tried to have Jing-meis hair cut in the same style as Shirley Temples, as we see on page 18. The
results were not what the mother expected (You look like Negro Chinese, she lamented, as if I had done it
on purpose.) but her intentions were to prepare her to at least look the part.
She can be harsh in the way she deals with Jing-mei, placing strict guidelines on her for piano
lessons and constantly telling her that shes not trying hard enough. However, this only reflects the
mothers personality. She is a tough ladywe are told right away that she never looked back with regret
(p. 17) so she deals with tasks and challenges in a different way than someone who has never had her
devastating experiences. Jing-mei chooses to rebel against her mothers staunch attitudes, failing to
understand that her mother truly does make sacrifices for her benefit. The mother is also only responding
a way that reflects her own culture and values and is at a loss when Jing-mei rebels. Only two kinds of
daughters She shouted in Chinese. Those who are obedient and those who follow their own mind! Only
one kind of daughter can live in this house. Obedient daughter! (pg.26). Years later, Jing-meis mother
gives Jing-mei the piano and tells Jing-mei that she (the mother) always believed Jing-mei was talented.
She told Jing-mei, You have natural talent. You could have been genius fi you want to. (p.27)
Possible responses if choosing daughter:
Although the mother may have been doing her best for Jing-mei, Jing-mei had reason to rebel. The
mothers pressure on her daughter to be special actually had the opposite effect in that Jing-mei felt like
she could never please her parents.
Possible quotes:
Page 18: Jing-mei is still cooperative but only because she is seeking the approval of her parents In all of
my imaginings, I will filled with a sense that I would soon become perfect. My mother and father would
adore me.
Page 19: Jing-mei begins to believe she cannot satisfy her mother And after seeing my mothers
disappointed face once again, something inside of me began to die. I hated the tests, the raised hopes
and failed expectations.
Grade:7
Page 20: Jing-mei begins to resist her mothers next plans for Jing-mei to play piano I felt as though I had
been sent to hell. I whined and then kicked my foot a little when I couldnt stand it anymore.
Page 21: Jing-mei expresses her frustration with her mother Why dont you like me for the way I am? Im
not a genius! I cant play the piano. And even if I could, I wouldnt go on TV if you paid me a million
dollars!
Page 22: Jing-mei rebelled and sabotaged her own piano lessons that was how I learned I could be lazy
and get away with mistakes, lots of mistakesmaybe I never really gave myself a chance.
Page 25: Jing-mei decides her mother has tormented her enough, especially after her mother wants her to
continue piano lessons when Jing-mei performed so poorly at the recital. And then I decided. I didnt
have to do what my mother said anymore. I wasnt her slave. This wasnt China. I had listened to her
before and look what happened. She was the stupid one.
Page 26: Jing-mei tries desperately to communicate to her mother you want me to be someone that Im
not!...Ill never be the kind of daughter you want me to be!
Page 27: Jing-mei continues to do what she wants and not what her mother wants as she grows up I did
not believe I could be anything I wanted to be. I could only be me.
Page 28: Jing-mei comes to realize that she and her mother where both only doing what they thought was
right, as she looked through an old piano book and noticed the song next to the one she struggled with as
a child And after I played them both a few times, I realized they were both two halves of the same song.
Grade:7
Additional Tasks
o Students compose an essay in which they compare and contrast young Jing-mei with her mother.
Use a Double Bubble for organization.
raised in
Am er ica
break in g
away
fr om
Chinese
past
fr ust rat ed
break in g
away
fr om
Mom
st ro ng
willed
Jing-mei
Mot her
raised in
China
Chinese
confused
proud
to r m ent ed
p ast
want ed to
be herself
want ed
Jing-m ei
t o be a
success
Note to Teacher
Some of the vocabulary is tricky because they may seem like common words to students, but the
author uses them in a way that me be less familiar to students, such as rich, sense, lighter and scale.