Sharon has an Masters of Science in Mathematics and a Masters in Education
After this lesson, students will be able to:
- Explain the history of Chinese literature.
- Describe types of Chinese literature.
1 - 1.5 hours
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
- Copies of the lesson Chinese Literature: History & Facts, one for each student
- Index cards
- Images of Chinese literature
- Black ink
- Paint brushes
- Chinese literature
- Woodblock painting
- Li Po
- Du Fu
- Bai Juyi
- The Five Classics and The Four Books
- The Four Great Classic Novels of China
- Distribute the lesson Chinese Literature: History & Facts, and ask for a volunteer student to read the first section 'Chinese Literature' aloud as classmates follow along.
- What does it mean to 'build on a tradition of having precise language?'
- Why may the Chinese culture have prized literature and writers so highly?
- Have a student read the section 'The Beginning of Chinese Writing and First Stories' aloud.
- Break students into groups of six, and have them read through the sections 'Poets,' 'Philosophers' and 'Prose Writers,' taking notes in their notebooks.
- Pause at this point and ask students:
- How did the Chinese use writing?
- What forms of writing did the Chinese use?
- What was the purpose of these forms?
- Who were some prominent Chinese writers?
- Have groups read the section 'Chinese Writing Since 1840' and ask:
- How is Chinese writing after 1840 different than earlier?
- Ask each group to review their notes and the lesson, then create six questions, three surface-level and three higher-level together.
- When questions are complete, check over, then give groups six index cards and have them write each question on a card.
- Collect cards and have groups rearrange their seats into a circle.
- Give each group a new set of cards, face down, and have them pass around so each student has one card, leaving them face down.
- Now, ask groups to each number a piece of paper one through six.
- On your go, students should flip their question card over, read and answer on their papers, then flip back over and pass the card to the next group member to their right.
- The first group to answer all questions correctly wins, or consider setting the timer and seeing who has the most questions answered correctly in this amount of time.
- Read and answer questions as a whole class, then declare a winner.
- Have a student read the 'Lesson Summary' aloud.
- Go over the vocab list once more and ask if there are any questions.
- Give students the quiz in their groups.
- Share images of Chinese literature and ancient writing with students. What do they notice about the paper?
- Ask students to write a short summary of Chinese literature, then give them each a piece of paper, ink and brush.
- Allow students to rewrite their summaries in the Chinese style on the paper using ink, then roll the paper into a scroll.
- Share and display these summaries. Consider allowing students to add an artistic element by painting an accompanying image.
Compare and contrast Chinese literature to American, English or other literature. How are they the same? How are they different?
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