Family values steeped in ancient traditions become the basis of analysis for enrichment and enlightenment as young children gather information about the Chinese family through literature written by women authors. Women play an important role in the family; children haven’t always had a chance to hear their voices. When looking at the family, we will concentrate on these voices of women. Are children able to grasp their own family's traditions and their significance, holding them precious and passing them unto future generations? Are young children able to look beyond their own horizons, glean from and appreciate a culture different from their own?
With these questions in mind, I will explore ways in which children can use literature as a means for gathering information and appreciating a culture vastly different from their own, and at the same time enhance their own reading skills at the first grade level. A key component of my unit will be the active participation of children utilizing puppetry and literature in reading and analyzing family traditions in the Chinese culture. The stories will include fiction as well as nonfiction books.
China is a vast, complex country, home to one of the world's oldest civilizations. For a long time, China was closed to any outside connections. In my unit about the Chinese family, I cannot begin to do justice and cover all of the complexity that the Chinese culture holds. Traditions vary from the north to the south, from province to province, from the rich to the poor, from the city to the country and in many other manners. However, through the eyes of authors (particularly women authors in my unit) and their written works and pictures, we are able to get a glimpse of this beautiful country and its people, and learn from their roots and traditions. A good starting place will be Julia Waterlow's book, Country Insights: China, as well as A Taste of China, by Roz Denny. These books give a good overview of present day China. Waterlow's book gives an interesting perspective looking at the differences between the city of Lanzhou, located in the north, western part of China, and a southern village of Shidong. Examples of other books are Two of Everything by Lily Toy Hong, and Amy Tan's books, The Moon Lady and The Chinese Siamese Cat. I was surprised after reading Pearl Buck's book, The Dragon Fish, written in 1944, that the customs and traditions woven into the story did not seem to differ that much from the descriptions given by Julia Waterlow written in 1997.
More specifically, my unit will include activities suitable for children in kindergarten through third grades with an emphasis on literacy for the first grade child. Along with reading and the language arts, the lesson plans will cover curriculum areas such as math, social studies, science, music and art.
I teach first grade in a self-contained classroom at L. W. Beecher School on Jewell Street in New Haven. My classroom contains approximately 26 children from a variety of ethnic backgrounds with varying abilities in the six-to eight-year-old age range. Along with a need for improved vocabulary, many children exhibit poor self-images and have difficulty conveying their thoughts and feelings. I want the children to be able to draw upon their inner strengths, enhance their academic skills and strengthen their overall social-emotional development.
Objectives
My overall objectives for the course of my curriculum unit are:
(1) To provide an interactive experience through the use of puppetry and literature written by women authors in:
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a. small groups of two or four
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b. large group interaction
To help stimulate children's intellectual and cognitive development about the Chinese family in a classroom setting:
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a. through written works by women authors and illustrated art work
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b. with creative puppetry
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c. by a drama production
(3) To improve auditory reading and listening skills of participants through:
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a. written language
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b. spoken language
(4) To encourage confidence and a positive self-image while participating in class activities:
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a. as listeners
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b. as narrators
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c. as actors
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d. as members of an audience
(5) To connect the classroom unit with the school curriculum:
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a. reading, language arts and the music curriculum
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b. science and social studies curriculum
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c. socialization skills
